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Table 6 The exemplified fragment of Group 7’s delayed use of the CS-M scaffolding

From: Applying multimodal learning analytics to examine the immediate and delayed effects of instructor scaffoldings on small groups’ collaborative programming

Line

Time

Participant

Content

Code

1

27:20

Ins

To initialize the settings first, and then extract the image features

CS-M

2

27:25

S1, S2, S3

(Still programming according to their own ideas. Adding the “extract features” programming block to the existing program) [ignoring instructor’ scaffolding]

IGN

3

27:30

S1, S2, S3

(Clicking the “Run” button, but the computer does not recognize the text) [ignoring instructor’ scaffolding]

IGN

4

27:35

S1

(Looking for the parameter that controls the image for initialization)

REC

5

S2, S3

[Looking at the computer screen and keeping silent]

KPS

6

27:40

S1

(Clicking the “Run” button, and the computer successfully recognized the text)

REC

7

S2, S3

[Looking at the computer screen and keeping silent]

KPS

The instructor made reflections in class and assigned a new task, i.e., identifying a new idiom

The group programmed and debugged many times but the computer still displayed the results from the previous task, and no new idioms were recognized

8

33:00

S1

Because we do not re-initialize the settings, there is no way to recognize the new image

UAS

9

S2, S3

[Nodding to show agreement]

RES

10

33:05

S3

You are right, now we need to initialize

UAS

11

S1, S2

Okay

RES

12

33:10

S1

Let’s set the background color to a transparent color, and initialize it (Finding the initial parameter and set it)

UAS

13

S2, S3

[Looking at the computer screen and keeping silent]

KPS

14

33:15

S2

Transparent color, choose this! [Pointing out the required parameters on the computer screen]

UAS

15

S1, S3

[Looking at the computer screen and keeping silent]

KPS