The use of scaffolding for complex learning in Diffusion Simulation Game

ID: 29604 Type: Virtual Brief Paper
  1. Seolim Kwon, Indiana University, Instructional Systems Technology, United States

Abstract: According to Merrienboer, Kirschner and Kester(2003), a risk of using learning environment that focuses on authentic tasks is that learners are overwhelmed by complexity of the tasks. As Diffusion Simulation Game(DSG) particularly deals with human change process, player’s cognitive load may increase even higher. To address this problem, I plan to conduct design-based research to identify scaffolding strategies that support managing player’s cognitive load. In this paper, I will first examine how the methods of scaffolding whole-task practice and just-in-time scaffolding work that was suggested by Merrienboer, Clark and Croock(2002) for complex learning. After applying these scaffolding methods to the DSG environment, the feedbacks from the game players and the scaffolder will be collected through thinking-aloud, observation and interview session. Iterative redesign process will enable to propose a scaffolding design model that represents the optimal scaffolding type, time and amount.

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