• Educational Technology International
• /
• v.18 no.2
• /
• pp.215-247
• /
• 2017

This study aims to conduct a literature review on visual scaffolding. Visual scaffolding, as a support for learning, employs various forms of visual objects which can be either content-independent or content-dependent and the types of which would be abstract-verbal, concrete-verbal, concrete-visual, or abstract visual. The effectiveness of visual scaffolding can be argued in the following three aspects: 1) explicit representation of information and emphasis of critical features in effective and efficient manner, 2) supplement of additional information, 3) structural understanding with decrease in cognitive load. The limitations of the study and the suggestions for future study are discussed.

• Educational Technology International
• /
• v.11 no.2
• /
• pp.1-24
• /
• 2010

The study aimed to investigate the differential effects of visual and verbal scaffoldings on web-based problem solving performance. A quasi-experiment with 143 high school students in South Korea was administered. Each student's visualization tendency score was obtained at the beginning of the study. Based on the visualization tendency scores, students were divided into two groups; low and high level visualization tendency groups. Then each group was split in half and randomly assigned to one of the two lessons - one with visual scaffolding and the other with verbal scaffolding. The contents of the two lessons were the same. All students' performance was measured through an essay assignment for a problem solving at the end of the lesson. The result showed that the visual scaffolding group outperformed the verbal scaffolding group (F=22.54, p<.01), regardless of each student's visualization tendency level. The effect size was 0.81, indicating high practical significance. There was no statistically significant interaction effect between scaffolding modalities and students' visualization tendency levels. These findings imply that visual scaffolding is an effective strategy to promote students' problem solving performance.

• Journal of architectural history
• /
• v.32 no.1
• /
• pp.7-20
• /
• 2023

The construction method of scaffolding structures is different from Mortise and Tenon and bucket arch structure of traditional large woodwork. It forms an independent construction system-fixing nodes with knots, a large number of diagonal braces are used to fix shelves and the structures mostly contain X-shape and triangular shape details. Simple ones include stalls, sheds, rain sheds, altars, lamp racks etc. But the scaffolding with larger scale and more complicated structure are modeled on archways, theatres and other buildings which are used in commercial and festival activities. At present, Macao, Hong Kong, Guangdong, Sichuan, Shanxi and other places in China have retained the custom of using scaffolding structures in important festival activities, but their uses, techniques and building types are slightly different from place to place. Due to building and demolishing at any time, the construction and service cycle is short. As a result, there are almost no physical objects left. We can only deduce the use and technical characteristics of ancient scaffolding skills through the colorful building styles that have been preserved with folk activities in various parts of China, the craftsmanship handed down from generation to generation by the scaffolding guild and artisans, and the description of cultural and historical materials and the mutual corroboration of visual materials.

• 한국게임학회지
• /
• v.8 no.1
• /
• pp.32-38
• /
• 2011

The help or guide sentences of educational math games which use mathematical statements need to represent graphical forms for the learners of the game generation whose cognitive style is graphic first. In this paper, we proposed an object-based visual representation method for mathematical statements. It has object-based description rules to use graphical symbols and mathematical symbols with text words. It is easy to describe or to understand accurately mathematical meaning and is also fast for learners to read for understanding. The proposed method is good for learners of the game generation to get the help as scaffolding for learning math by educational games.

• Proceedings of the Korea Contents Association Conference
• /
• 2015.05a
• /
• pp.215-216
• /
• 2015

연구의 목적은 이러닝 학습환경에서 학습자들의 학습 참여를 촉진할 수 있는 시각적 스캐폴딩을 개발하고 그것이 학습참여, 개별학습, 팀프로젝트학습에 미치는 교육적 효과를 분석하고자 한다. 시각적 스캐폴딩에는 개별 참여도, 팀 참여도, 팀활동에 대한 개인 기여도, 팀간 상호작용 정도가 표상되도록 설계하였다. 시각적 스캐폴딩의 교육적 효과는 실험연구를 통해 분석되었다. 연구결과 이 연구를 통해 개발된 시각적 스캐폴딩은 학습참여도 및 학습성과에 긍정적인 영향을 미치는 것으로 분석되었다.