Strategies of promoting sequential knowledge learning in computer classroom: using pause class and instant peer scaffold in attention zone

摘要

This research proposed a “Self pace & instant scaffold aid system” for promoting sequential knowledge learning in a computer classroom. In lecture and practice phase, pause class and instant peer scaffold with attention zone (AZ) strategies were implemented respectively. The results showed pause function help the teacher control the lecture progress; meanwhile, pause function, understanding levels before practice dynamically influenced the scale and scattering of AZ in each learning session. Most students preferred neighboring classmates as first subject for searching help; while instant peer scaffold via the system provided strong backing. Finally, the AZ students with treatments practiced more time and improved a little higher than non AZ students.