Abstract
Scaffolding is a widely used educational practice in which directed instruction gradually decreases as student competence increases-resulting in increased independent learning. This research introduces and evaluates an MR-based system for technology-mediated scaffolding in anesthesia education. Through merging real and virtual objects, the system addresses a vital problem in merging abstract and concrete knowledge. To evaluate the system, a user study was conducted (n=130). Results suggest that MR's merging of real and virtual spaces can offer (1) a unique level of educational scaffolding, and (2) an improved learning-transfer from abstract to concrete domains. To classify the presented system, the virtuality continuum is extended to include scaffolding. The presented scaffolding-space continuum classifies technology-mediated scaffolding tools along three orthogonal continuums: (1) virtuality, (2) information (e.g. abstract, concrete), and (3) interaction. Using these 3 orthogonal continuums, effective engineering approaches for technology-mediated educational scaffolding are described.
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