Academic Journal
Technology-based scaffolding for ill-structured problem-solving: a systematic review and emerging directions with AI.
| Τίτλος: | Technology-based scaffolding for ill-structured problem-solving: a systematic review and emerging directions with AI. |
|---|---|
| Συγγραφείς: | Jang, Hyeji, Kim, Sujin, So, Hyo-Jeong |
| Πηγή: | Learning: Research & Practice; Sep2026, Vol. 12 Issue 2, p187-210, 24p |
| Θεματικοί όροι: | Educational technology, Problem solving, Evidence synthesis, Groupware (Computer software), Instructional systems, Artificial intelligence, Educational outcomes |
| Περίληψη: | This study investigates how technology-based scaffolding has evolved to support learners' problem-solving skills. Using PRISMA guidelines, 29 articles published between 2014 and 2024 were reviewed across educational levels, methods, technologies, problem types, and scaffolding mechanisms. Most studies focused on higher education, with limited research on K–12 or adult learners. Methods largely examined cognitive outcomes through questionnaires and performance tests. Collaborative technologies were commonly used, especially for strategic and design problems in engineering and education. Scaffolding was mainly conceptual and metacognitive, delivered in non-adaptive text-based formats with little affective support. Fixed-adding and performance-based adding were the dominant patterns. The study also highlights the potential of artificial intelligence to provide more adaptive, personalized, and holistic scaffolding for future ill-structured problem solving. [ABSTRACT FROM AUTHOR] |
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| Βάση Δεδομένων: | Complementary Index |
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