Using Procedural Scaffoldings to Enhance Group Discourse Levels in a Paper-plus-smartphone Learning Context

Abstract

The purpose of this study was to evaluate the effectiveness of using procedural scaffoldings to enhance group discourse levels in a paper-plus-smart phone learning context. Sixty undergraduate and graduate students enrolled at a four-year university in southern Taiwan participated in this experimental study. All participants used built-in camera smart phones to learn new knowledge by scanning QR codes embedded in paper-based learning materials in this study. The researchers applied content analyses and a chi-square test to answer the research question. The findings indicated that participants in the experimental group expanded higher-order discourse levels than their counterparts in the control group.