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

Abstract

In Taiwan, there is an increasing prevalence of robotics and programming integration in education, propelled by the national curriculum’s emphasis on competency development. This study focuses on the utilization of mBot robots in elementary school education to investigate the efficacy of incorporating self-study record sheets with gradually dismantled scaffolding for technology-assisted autonomous learning. The study explores the impact on learning performance, engagement, and self-regulated learning in mBot courses. The study employed a quasi-experimental pretest-posttest design with nonequivalent control group methodology. The experimental group utilized gradually dismantled scaffolding worksheets during technology-assisted autonomous learning, while the control group did not. Data analysis demonstrated that using scaffolding significantly improved learning performance and engagement. However, no significant impact on self-regulated learning was observed. Future research can explore the interaction between instructional strategies and student characteristics and investigate the effects of different types of scaffolding on learning outcomes in robotics tasks. Additionally, examining transfer effects and the impact of increased practice examples can further enhance students’ autonomous learning in robotics education.