Abstract
The present study is aimed to design an adaptive mobile scaffolding System (AMSS) to provide educational scaffolding to students that is compatible with their cognitive style simplicity vs complexity (CSSC), and to measure the effectiveness of the model in enhancing students' digital well-being (DWB) in the Faculty of education, University of XXXX. Semi-experimental design of two groups was used: the first experimental group received unified mobile scaffold regardless of their cognitive styles. The second experimental group received mobile scaffold that was organized and directed to the students based on their characteristics related to their CSSC. Both experimental groups received mobile scaffold as a complementary component to the lectures delivered for the Technological Innovations in Education course in the General Diploma in Education. The study sample consisted of (71) students who met the requirements and they were randomized to two experimental groups. To examine the effectiveness of the AMSS, a DWB scale was developed. Kelly's scale of CSSC was used to identify students who fell within the scope of this style. The results were statistically analyzed using T-test to compare between the groups and to determine the significance of differences. The results showed the effectiveness of the proposed model of AMSS in developing the students’ DWB compared to the unified scaffold model.
Highlights
The current research aims to develop a MASS so that the contents and the learning procedures are adapted to match the characteristics of the students with cognitive style simplicity vs complexity (CSSC) to enhance their digital wellbeing (DWB)
The proposed model has depended on (8) basic characteristics of scaffolding according to the cognitive style, which are the characteristics relating to the pattern of the scaffold, size of the scaffold, the means and sources of the scaffold, the organization of the scaffolding content, the scaffolding strategies, interaction sessions, membership style, and (7) learning strategies that fall within the strategy of presentation and discovery and (3) patterns of interaction with the students, and the scaffolding content, and two strategies of instruction, one is individualized and the other one is in small groups, in addition to the general strategy of instruction and learning, which is relied upon in the development of DWB through adaptive mobile scaffolding System (AMSS)
To validate the first hypothesis, comparing the 1st experimental group that used the mobile digital content application that was developed without consideration of students' cognitive style, and the 2nd experimental group that used the proposed model for adaptive mobile scaffold applications based on the analysis of the students' cognitive styles, in terms of DWB
Summary
Razek and Bardesi [6] aimed to design a adaptive mobile scaffold system based on artificial intelligence technologies that were used to scaffold students with learning objects based on their needs in order to train them on some educational skills. Nguyen and Pham [7] study aimed to develop a personalized context-aware mobile learning system for scaffolding students learning of English as a foreign language in order to prepare them for TOEFL test. Chen [8] study designed a framework based on cognitive and motivational aspects of learning to develop an adaptive e-learning scaffold system. Balasubramanian and Anouncia [9] study developed a mobile adaptive scaffold model based on the students' cognitive skills and the improvement of knowledge competency level. Hubalovsky, et al [10] study focused on developing an adaptive e-learning system in accordance with the Bloom’s Taxonomy for primary school students
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