A Study on How GAI-Supported Adaptive Self-Regulated Learning Scaffolding Influences Computational Thinking and Cognitive Load in Primary School Pupils

Abstract

Addressing the challenges in cultivating computational thinking among primary school pupils and the limitations of traditional instructional scaffolding in dynamically responding to individual needs, this study innovatively employs Generative Artificial Intelligence (GAI) to construct an adaptive self-regulated learning (SRL) scaffolding. A pre-post quasi-experimental study was conducted with 60 primary school pupils in mainland Chinese cities to compare the differential effects of this scaffolding versus traditional scaffolding on pupils’ computational thinking development and cognitive load. Findings indicate that compared to planned scaffolding, the GAI-supported SRL scaffolding demonstrates a more pronounced effect in enhancing pupils’ computational thinking abilities while reducing their overall cognitive load. This research offers valuable insights for studies on computational thinking cultivation in primary pupils and for investigations into GAI-supported adaptive instructional scaffolding.