andamiaje/scaffolding

En este artículo va a presentarse una propuesta de enseñanza de español conversacional específicamente diseñada para ser impartida en línea que sigue los criterios del modelo TPACK y de la enseñanza en línea efectiva. Para ello, se ha tomado como base el concepto de microsecuencia (conjunto de actividades breves interrelacionadas y encadenadas orientadas a la elaboración de un producto final que se desarrolla en una, dos o tres sesiones de clase (Esteve, 2011)) y el modelo de andamiaje planificado ESETE (Experiencia, eStructurar, Enfocar, Teorizar, Experiencia nueva (Carandell, 2013)).

Mapping the scaffolding of metacognition and learning by AI tools in STEM classrooms: A bibliometric–systematic review approach (2005–2025)

Maria Tsakeni, Stephen Chinedu Nwafor, Moeketsi Simon Mosia (2025)

Journal of Intelligence

Detalles Cerrar ✕

Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial

Resumen:

This study comprehensively analyses how AI tools scaffold and share metacognitive processes, thereby facilitating students’ learning in STEM classrooms through a mixed-method research synthesis combining bibliometric analysis and systematic review. Using a convergent parallel mixed-methods design, the study draws on 135 peer-reviewed articles published between 2005 and 2025 to map publication trends, author and journal productivity, keyword patterns, and theoretical frameworks. Data were retrieved from Scopus and Web of Science using structured Boolean searches and analysed using Biblioshiny and VOSviewer. Guided by PRISMA 2020 protocols, 24 studies were selected for in-depth qualitative review. Findings show that...

Sociocultural Theory and Second Language Learning

James P. Lantolf (2000)

Detalles Cerrar ✕

Tipo: libro

Temas: teoría sociocultural

Resumen:

Volumen que introdujo la teoría sociocultural de raíz vygotskiana en la investigación sobre segundas lenguas: mediación, andamiaje, zona de desarrollo próximo y lenguaje como herramienta del pensamiento.

Contiene el capítulo de Merrill Swain «The output hypothesis and beyond: mediating acquisition through collaborative dialogue», donde reformula la hipótesis del output en términos de diálogo colaborativo.

AI-Induced guidance: Preserving the optimal Zone of Proximal Development

Chris Ferguson, Egon L. van den Broek, Herre van Oostendorp (2022)

Detalles Cerrar ✕

Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Holding the promise of higher learning outcomes, discovery learning utilizes intrinsic motivation to provide an enjoyable self-directed learning experience. Unfortunately, this approach can also lead to a sub-optimal cognitive load, which hinders learning. To avoid this, players must be in the optimal Zone of Proximal Development (ZPD). A way of accomplishing this is to make use of Artificial Intelligence in a narrative-centered discovery game using adaptive guidance. Textual instructions were automatically adapted in real-time to ensure a personalized challenge for one group of learners, where a control group received static instructions. Compared to the control group, the learners with...

Assessing ChatGPT-generated comments for video-based learning content to enhance knowledge and emotional support based on scaffolding theory

Jiaqi Wang, Yegang Du, Qun Jin (2026)

Detalles Cerrar ✕

Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

With the rise of Generative Artificial Intelligence (GenAI), tools such as ChatGPT have shown great potential in enhancing online learning. However, existing applications in video-based learning remain limited, as they typically require learners to pause or switch interfaces to access AI support, disrupting learning continuity. To address this challenge, this study proposes a framework that utilizes ChatGPT to generate comments for an individual learner (i-Comments), displayed as scrolling text over educational videos, providing both knowledge and emotional support based on scaffolding theory. The present study evaluates the framework's generation capabilities to gain empirical insight that...

Less stress, better scores, same learning: The dissociation of performance and learning in AI-supported programming education

Patrick Bassner, Ben Lenk-Ostendorf, Ramona Beinstingel (2026)

Detalles Cerrar ✕

Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Introduction: Generative AI is reshaping programming education, yet its effects on conceptual learning, intrinsic motivation, and cognitive load remain unclear. This study tests whether assistance deepens understanding or primarily boosts task completion, and how scaffolded versus answer-giving designs matter. Objectives: This study compares performance, learning, cognitive load, frustration, and motivation across three AI support types, and examines students’ perceptions. Methods: A three-arm randomized controlled trial was conducted in an introductory programming (CS1) course at TUM (N=275). Participants completed a 90-minute exercise on concurrency, implementing a parallel sum with...

Taming the black box: Design principles for rule-integrated LLM tutoring systems in primary school mathematical problem solving

Chee-Kit Looi, Zhaolong Liu, Daner Sun (2026)

Detalles Cerrar ✕

Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

The integration of large language models (LLMs) into intelligent tutoring systems promises personalized learning, yet procedural domains such as primary mathematics remain challenging due to inconsistency and pedagogical opacity. LLM tutors may give unsolicited answers or show unstable scaffolding when students vary arithmetic, units, or rounding. This design science research develops and evaluates a rule-guided tutoring system for mathematical word problems in primary schools. We formalize a distinction between rule-guided scaffolding, in which tutoring is governed by a three-layer architecture (diagnosis → intent selection → constrained response generation), and ad-hoc scaffolding, where...

Enhancing student reflections with natural language processing based scaffolding: A quasi-experimental study in a large lecture course

Muhsin Menekse, Alfa Satya Putra, Jiwon Kim (2025)

Detalles Cerrar ✕

Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Multiple studies have shown that scaffolding plays an important role in regulating and enhancing students' metacognitive monitoring and reflections. However, scaffolding students' reflections in large courses is a major challenge. In the current study, we explored how real-time, technology-enhanced scaffolding affects the quality of students' reflections and academic performance. Two major research questions are: RQ1) Do students in the scaffolding condition construct more specific reflections than those in the non-scaffolding condition? RQ2) How do the scaffolding feature, reflection specificity, and the number of reflections relate to students' academic performance? To address these...

A mixed-methods analysis of AI scaffolding patterns and student inquiry profiles in a middle-school agriculture-STEM classroom

Selcuk Kilinc, Tugce Aldemir, Kamila Misiejuk (2026)

Detalles Cerrar ✕

Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

This study examines how generative AI can support middle school scientific inquiry in a rural agriculture-STEM classroom. Using a mixed-methods design with concurrent data collection and sequential analytic integration, we analyzed 42 eighth-grade students, organized into 12 groups, as they used Aspen, a custom AI chatbot, to revise scientific research questions and hypotheses around a sustainable agriculture problem. Data sources included group project journals, AI interaction logs, and peer discussion transcripts. First, a two-dimensional profiling method categorized the 12 groups into four analytic profiles: Struggling, Most Improved, Perfectionists, and High Achievers, based on initial...

Large language models for education: An open-source paradigm for automated Q&A in the graduate classroom

Ryann M. Perez, Marie Shimogawa, Yanan Chang (2026)

Detalles Cerrar ✕

Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Large Language Models (LLMs) offer scalable educational support, but face barriers regarding accuracy, cost, and learning depth. To interrogate these limitations, we developed the Teaching Assistant for Specialized Knowledge (TAsk), a retrieval-augmented generation enabled and educator curated pipeline. In this nine-week pilot study (N = 33 participants), we deployed TAsk in a graduate-level biological chemistry course. We compared TAsk against human expert teaching assistants (TAs) using blinded review process and analyzed inquiry depth. We observed three major findings related to potential pedagogical decisions and educational theory. First, TAsk delivered effective feedback that was...