Plan scaffolding: Impact on the process and product of learning

Abstract

This paper examines a plan scaffolding interface in the ACT Programming Tutor. This interface is derived from a cognitive analysis of the task structure and has been shown to accelerate the acquisition of skill. This study examines the impact of the planning interface on the learning process and on the structure of the knowledge that results. Several measures of students’ declarative knowledge of programming are developed to predict tutor learning rates. The tutor’s predictions of students’ quiz performance are also examined. Results indicate that the planning interface speeds learning because students can more readily apply relevant knowledge acquired in simpler contexts. However, the resulting programming knowledge is similar for the scaffolding and standard coding conditions.