Digital incremental scaffolds during experimentation in biology lessons – beneficial for competence experience and intrinsic motivation?

Experimenting in heterogeneous learning groups requires the use of instructional learning supports. Given the recent boom in digital technologies, adding digital elements to such supports could help to address challenges during experimentation. For example, digital incremental scaffolds could promote the learners’ competence experience and intrinsic motivation while experimenting. The aim of the present study was thus to investigate the effectiveness of digital incremental scaffolds during experimentation in biology lessons. In a quasi-experimental study, data was collected from 175 students regarding their motivational regulation in biology, competence experience, and intrinsic motivation during experimentation. The experimental group received digital incremental scaffolds while experimenting whereas the control group did not. By assessing competence perceptions phase by phase, the study provides a more detailed understanding of how incremental scaffolds impact learners throughout experimentation. The findings indicate positive effects of using digital incremental scaffolds on the learners’ experience of competence during the various experimental phases. No statistically significant effects were evident for the learners’ intrinsic motivation. However, the students in the experimental group reported lower levels of pressure and tension. The results are discussed in the context of biology experimentation in the classroom, followed by a consideration of limitations and implications for educational research.