An analysis of the learning outcomes of combining 'whole-class scaffolding cooperative learning' and 'personalized instant feedback learning platforms' in calligraphy learning for upper elementary school students

Abstract

With the advancement of technology, AI-powered digital learning platforms can now provide learners with personalized feedback in handwriting instruction. However, despite receiving personalized feedback, individual learners still exhibit differences in learning performance. Therefore, this study explores the application of Whole-Class Scaffolded Cooperative Learning in elementary school calligraphy instruction to determine whether it enhances students' learning performance and analyzes its effects on students. This study adopts a quasi-experimental design, where the experimental group engages in learning through a cooperative learning model integrating Whole-Class Scaffolding and Personalized Feedback, while the control group follows a cooperative learning model with Personalized Feedback only. The participants are fifth-grade elementary school students, and the study examines their performance in various aspects, including learning outcomes, learning motivation, self-efficacy, participation in cooperative learning, and problem-solving tendencies.