A Scaffolding Design for Pedagogical Agents within the Higher-Education Context

Martha, Ati Suci Dian; Santoso, Harry Budi; Junus, Kasiyah; Suhartanto, Heru

doi:10.1145/3369255.3369267

Cited by 10 publications

(7 citation statements)

References 8 publications

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“…The results follow Cjeda, Prieba et al, Philpott et al, and Renes and Strange in [87], who clarified that students from rural areas have a strong desire to learn and complete higher education. A previous study conducted by the authors of the current study [83] recommend that lecturers provide motivation scaffolding assistance to manage student motivation to study online until the end of the semester.…”

Section: Findings and Discussionmentioning

confidence: 99%

“…According to previous studies, metacognitive scaffolding can support planning, monitoring, and self-evaluation during the completion of learning tasks [80][81][82]. We recommend that lecturers provide metacognitive scaffolding assistance [83] to help students make strategic plans to complete their learning assignments. Additionally, we suggest that lecturers add collaborative learning activities to enhance interaction skills in the learning community.…”

Section: Findings and Discussionmentioning

confidence: 99%

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Assessing Undergraduate Students’ e-Learning Competencies: A Case Study of Higher Education Context in Indonesia

et al. 2021

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The COVID-19 pandemic that occurred in early 2020 around the world has implications for Indonesia’s education sector. This pandemic led to the Indonesian government policy to study from home at all academic levels using a distance learning approach. Studies on e-learning preparedness in Indonesia involving more comprehensive samples of universities during the pandemic are still limited. This study extended samples from several public and private universities in Indonesia to get a broader picture of e-learning readiness in various faculties with diverse university online learning cultures. This study used Rasch analysis to determine the validity and reliability of the instrument and differential item functioning (DIF) analysis to identify responses based on students’ demographic profiles. The results show that most students were ready to study online, but a few were not ready. Moreover, the results show significant differences in students’ e-learning readiness based on the academic year at university, the field of study, the level of organizational e-learning culture of the university, gender, and region. This work provides an insight into student readiness to study online, especially in higher education in Indonesia. The article presents the implications of online learning practices in universities and recommendations for future e-learning research.

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Section: Findings and Discussionmentioning

confidence: 99%

Section: Findings and Discussionmentioning

confidence: 99%

Assessing Undergraduate Students’ e-Learning Competencies: A Case Study of Higher Education Context in Indonesia

et al. 2021

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“…Besides the address the difficulties faced by students, it is important to develop an innovative-teaching-learning method that provides an opportunity for students to be logical in their responses. MTLA is one such approach/method that can help and facilitate students and comprises three key steps, including class and group discussion, pairs discussion, and metacognitive scaffolding (Martha et al, 2019;Sugandi et al, 2019). Students in MLTA are stirred up for assessing and controlling their thought process via posing questions and later attempting to address them with appropriate reasoning for relating the new knowledge to the old one.…”

Section: Literature Reviewmentioning

confidence: 99%

Improving the effectiveness of senior graders’ education based on the development of mathematical intuition and logic: Kazakhstan’s experience

et al. 2022

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Mathematical learning in many developing nations is below average due to which students face difficulties in solving the equations and problems of mathematics as a result of limited understanding of the main concepts and reliance upon intuition as well as memorization. This study is focused on analyzing the effectiveness of senior graders’ education based on the development of mathematical intuition and logic in the context of Kazakhstan’s educational system. The quantitative research method and primary data sources were used for this research with a 147 sample size, which was selected by using a random strategy of sampling. With the use of IBM SPSS STATISTICS for data analysis, it was concluded that mathematical intuition and logic have a positive influence on the effectiveness of a student’s education. Effective strategies, such as rote learning instructions, problem-based learning, RME approach, mathematical reasoning, etc., are essential for enhancing the capabilities of studies in learning mathematics. It is found that there is a significant and positive association between student effectiveness and the logical reasoning abilities of students. Additionally, a positive and moderate relationship is noticed between the critical thinking of students, problem-solving abilities of students, and student effectiveness. Nevertheless, the main limitation of this study is that with small sample size, the findings of the study cannot be generalized; therefore, a large sample size would increase the reliability of the results in the future research. However, in the context of Kazakhstan, this study potentially contributes to the existing literature by presenting conclusive findings in the context of mathematical logic and intuition and student effectiveness.

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“…More and more universities are looking for ways to deliver learning content online, individually, and collaboratively [1]. Currently, online learning faces the challenge of increasing student engagement and motivation to learn well in online learning environments [2]- [6]. Pedagogical agents (PA) are one of the tools to increase This paragraph of the first footnote will contain the date on which you submitted your paper for review.…”

Section: Introductionmentioning

confidence: 99%

The Effect of the Integration of Metacognitive and Motivation Scaffolding Through a Pedagogical Agent on Self- and Co-Regulation Learning

Martha

Santoso

Junus

et al. 2023

IEEE Trans. Learning Technol.

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Nowadays, online learning has become commonplace in higher education. Various factors influence the success of online learning. Factors such as low self-regulation and co-regulation learning skills can affect student engagement and motivation in online learning activities. Therefore, it is essential to provide external support in the online learning process. Pedagogical agents are one solution to increasing self-regulation and co-regulation learning in online learning environments. This study aims to determine the effect of integrating metacognitive and motivation scaffolding support provided through pedagogical agents on selfregulation and co-regulation learning skills. This study uses a mixed-methods explanatory sequential approach. A quasiexperimental method of the non-equivalent type (pretest and posttest) control group is used for quantitative data collection, and an in-depth survey is used to analyze qualitative data. The results showed that the learning support provided by pedagogical agents who act as scaffolders using metacognitive and motivation scaffolding integration has a significant impact on increasing students' self-regulation and co-regulation learning skills. Also, the results of qualitative data analysis supported the findings obtained from quantitative data. Research limitations and suggestions for further research are presented at the end of this article.

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A Scaffolding Design for Pedagogical Agents within the Higher-Education Context

Cited by 10 publications

References 8 publications

Assessing Undergraduate Students’ e-Learning Competencies: A Case Study of Higher Education Context in Indonesia

Assessing Undergraduate Students’ e-Learning Competencies: A Case Study of Higher Education Context in Indonesia

Improving the effectiveness of senior graders’ education based on the development of mathematical intuition and logic: Kazakhstan’s experience

The Effect of the Integration of Metacognitive and Motivation Scaffolding Through a Pedagogical Agent on Self- and Co-Regulation Learning

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