This study explores the effects of worked-out examples and metacognitive scaffolding on novice learners' knowledge performance, cognitive loads, and self-regulation skills in problem-solving programming. 126 undergraduate students in a computer programming fundamentals course were randomly assigned to one of four groups: (1) task performance with…

This study investigated the effects of pre-training types on the cognitive load, collaborative knowledge construction and level of learning in a computer-supported collaborative learning environment. Pre-training was provided to help learners optimise their cognitive load, build accurate shared-knowledge and achieve successful deep learning. The…

This study explores the effect of self-regulated learning support on learners' cognitive load and problem-solving performance, considering cases from well-structured to ill-structured tasks in a computer programing course. Sixty-seven undergraduate students in a computer programing fundamentals course were randomly assigned into one of two groups:…

This study was designed to examine the effects of negotiation scaffolding for solving complex problems, focusing on peer interaction and learning performance in a computer-supported collaborative learning environment. For this research, 38 undergraduate students performed complex tasks using a collaborative discussion tool that implemented…

This study aimed to explore learners' discourse patterns and outcomes while using a visible-annotation tool as a collaborative representation tool. The tool used in this study introduced two types of sharing activities before the problem-solving phase to support sequential knowledge construction. Forty participants were randomly assigned to one of…