The Impacts of Gradually Dismantled Scaffolding on Learning Performance, Learning Engagement, and Self-Regulated Learning in Elementary School mBot Courses-Reference-Cited by-同舟云学术

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The Impacts of Gradually Dismantled Scaffolding on Learning Performance, Learning Engagement, and Self-Regulated Learning in Elementary School mBot Courses

Published:2024-08-13 Issue: Volume: Page:1-16
ISSN:0738-0569
Container-title:Computers in the Schools
language:en
Short-container-title:Computers in the Schools

Author:

Lin Hao-Chiang Koong¹^ORCID,Tseng Chun-Hsiung²^ORCID,Chiang Hui-Ling¹,Lin Jai-Rou²

Affiliation:

1. National University of Tainan, Tainan, Taiwan

2. YuanZe University, Taoyuan, Taiwan

Funder

National Science and Technology Council, Taiwan, R.O.C.

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/07380569.2024.2390405

Reference18 articles.

1. Emotions, self-regulated learning, and achievement in mathematics: A growth curve analysis.

2. The dual role of humanoid robots in education: As didactic tools and social actors

3. Computational Thinking in K–12

4. Hannafin M. J. McCarthy J. E. Hannafin K. M. & Radtke P. H. (2001). Scaffolding performance in EPSSS: Bridging theory and practice.

5. Preservice teachers’ science learning and self-efficacy to teach with robotics-based activities: Investigating a scaffolded and a self-guided approach

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