The role of affordances and motives in explaining how and why students use computer-based scaffolds

Brian R. Belland; Joel Drake; Zhiying Liu

doi:10.1109/ICALT.2011.162

The role of affordances and motives in explaining how and why students use computer-based scaffolds

Brian R. Belland, Joel Drake, Zhiying Liu

Educational Psychology, Counseling, and Special Education

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

4 Scopus citations

Abstract

Scaffolds can be defined as tools that help students meaningfully participate in and gain skill at tasks that are beyond their unassisted abilities. However, the term scaffold is often used atheoretically, resulting in poor understanding of how and why students use computer-based scaffolds. In this paper, we reconnect the term scaffold to the socio-cultural theory that undergirds it and use that theory to explain how students use computer-based scaffolds. In particular, we examine the idea that affordances and motives drive student use of scaffolds. This framework has important implications for instructional design and scaffold research.

Original language	English (US)
Title of host publication	Proceedings of the 2011 11th IEEE International Conference on Advanced Learning Technologies, ICALT 2011
Pages	529-531
Number of pages	3
DOIs	https://doi.org/10.1109/ICALT.2011.162
State	Published - Sep 19 2011
Event	2011 11th IEEE International Conference on Advanced Learning Technologies, ICALT 2011 - Athens, GA, United States Duration: Jul 6 2011 → Jul 8 2011

Publication series

Name	Proceedings of the 2011 11th IEEE International Conference on Advanced Learning Technologies, ICALT 2011

Conference

Conference	2011 11th IEEE International Conference on Advanced Learning Technologies, ICALT 2011
Country/Territory	United States
City	Athens, GA
Period	7/6/11 → 7/8/11

All Science Journal Classification (ASJC) codes

Software
Education

Access to Document

10.1109/ICALT.2011.162

Cite this

Belland, B. R., Drake, J., & Liu, Z. (2011). The role of affordances and motives in explaining how and why students use computer-based scaffolds. In Proceedings of the 2011 11th IEEE International Conference on Advanced Learning Technologies, ICALT 2011 (pp. 529-531). Article 5992390 (Proceedings of the 2011 11th IEEE International Conference on Advanced Learning Technologies, ICALT 2011). https://doi.org/10.1109/ICALT.2011.162

Belland, Brian R. ; Drake, Joel ; Liu, Zhiying. / The role of affordances and motives in explaining how and why students use computer-based scaffolds. Proceedings of the 2011 11th IEEE International Conference on Advanced Learning Technologies, ICALT 2011. 2011. pp. 529-531 (Proceedings of the 2011 11th IEEE International Conference on Advanced Learning Technologies, ICALT 2011).

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title = "The role of affordances and motives in explaining how and why students use computer-based scaffolds",

abstract = "Scaffolds can be defined as tools that help students meaningfully participate in and gain skill at tasks that are beyond their unassisted abilities. However, the term scaffold is often used atheoretically, resulting in poor understanding of how and why students use computer-based scaffolds. In this paper, we reconnect the term scaffold to the socio-cultural theory that undergirds it and use that theory to explain how students use computer-based scaffolds. In particular, we examine the idea that affordances and motives drive student use of scaffolds. This framework has important implications for instructional design and scaffold research.",

author = "Belland, {Brian R.} and Joel Drake and Zhiying Liu",

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booktitle = "Proceedings of the 2011 11th IEEE International Conference on Advanced Learning Technologies, ICALT 2011",

note = "2011 11th IEEE International Conference on Advanced Learning Technologies, ICALT 2011 ; Conference date: 06-07-2011 Through 08-07-2011",

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Belland, BR, Drake, J & Liu, Z 2011, The role of affordances and motives in explaining how and why students use computer-based scaffolds. in Proceedings of the 2011 11th IEEE International Conference on Advanced Learning Technologies, ICALT 2011., 5992390, Proceedings of the 2011 11th IEEE International Conference on Advanced Learning Technologies, ICALT 2011, pp. 529-531, 2011 11th IEEE International Conference on Advanced Learning Technologies, ICALT 2011, Athens, GA, United States, 7/6/11. https://doi.org/10.1109/ICALT.2011.162

The role of affordances and motives in explaining how and why students use computer-based scaffolds. / Belland, Brian R.; Drake, Joel; Liu, Zhiying.
Proceedings of the 2011 11th IEEE International Conference on Advanced Learning Technologies, ICALT 2011. 2011. p. 529-531 5992390 (Proceedings of the 2011 11th IEEE International Conference on Advanced Learning Technologies, ICALT 2011).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

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Belland BR, Drake J, Liu Z. The role of affordances and motives in explaining how and why students use computer-based scaffolds. In Proceedings of the 2011 11th IEEE International Conference on Advanced Learning Technologies, ICALT 2011. 2011. p. 529-531. 5992390. (Proceedings of the 2011 11th IEEE International Conference on Advanced Learning Technologies, ICALT 2011). doi: 10.1109/ICALT.2011.162

The role of affordances and motives in explaining how and why students use computer-based scaffolds

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