Randomized controlled trial shows digital scaffolding improves conceptual knowledge in secondary school students, indicating its potential use in STEM education.
Key Points
The aim was to assess if digital scaffolding enhances students' understanding of physics concepts related to radiation and radioactivity.
Conducted a double-blind, randomized controlled trial.
Implemented a pre-test and post-test framework.
Utilized the Digi-Feedback web-based software for digital scaffolding.
Tracked student interactions and performance through software logs.
Students showed significant improvement in conceptual knowledge after using digital scaffolding.
Immediate feedback was crucial for students to correct errors and enhance understanding.
Students experienced deeper learning by comparing their solutions with worked examples.