Chapter

Artificial Intelligence in Education

Volume 7926 of the series Lecture Notes in Computer Science pp 532-541

Guided Skill Practice as an Adaptive Scaffolding Strategy in Open-Ended Learning Environments

  • James R. SegedyAffiliated withInstitute of Software Integrated Systems, Department of Electrical Engineering and Computer Science, Vanderbilt University
  • , Gautam BiswasAffiliated withInstitute of Software Integrated Systems, Department of Electrical Engineering and Computer Science, Vanderbilt University
  • , Emily Feitl BlackstockAffiliated withInstitute of Software Integrated Systems, Department of Electrical Engineering and Computer Science, Vanderbilt University
  • , Akailah JenkinsAffiliated withInstitute of Software Integrated Systems, Department of Electrical Engineering and Computer Science, Vanderbilt University

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Abstract

While open-ended learning environments (OELEs) offer powerful learning opportunities, many students struggle to learn in them. Without proper support, these learners use system tools incorrectly and adopt suboptimal learning strategies. Typically, OELEs support students by providing hints: suggestions for how to proceed combined with information relevant to the learner’s situation. However, students often ignore or fail to understand such hints. To address this problem, we present an alternative approach to supporting students in OELEs that combines suggestions and assertions with guided skill practice. We demonstrate the feasibility of our approach through an experimental study that compares students who receive suggestions, assertions, and guided skill practice to students who receive no such support. Findings indicate that learners who received the scaffolds approached their tasks more systematically.

Keywords

Open-ended learning environment scaffolds guided practice