Adaptive guidance in simulation-based inquiry: effects on inquiry performance and learning outcomes

Empirical studies on tutor-learner interactions in inquiry learning remain limited, particularly regarding effective guidance for developing inquiry skills. This study examined tutor-learner interactions in simulation-based inquiry learning to evaluate (a) guidance uptake (the extent to which prompts elicited targeted skills), (b) the effects of guidance on inquiry skills (guidance-derived skills), and (c) the impact of guidance-derived skills on learning outcomes (posttest scores). Data were collected from 93 undergraduate students with low prior knowledge (pretest score < 50%) who were randomly assigned to two intervention groups (PromptPlus and Prompt) and a control group. Learners investigated DC electricity concepts in a simulation-based inquiry environment conducted remotely via screen sharing with a tutor. The PromptPlus group received just-in-time prompts, hints, and confirmatory feedback; the Prompt group received only prompts; and the control group received no guidance. The results showed that prompts were sufficient to elicit previously acquired skills, such as predicting and testing skills, but were inadequate for unlearned skills, such as explaining and generating rules. Scaffolding unlearned skills required the presentation of follow-up prompts and hints – a process referred to as shaping – which provided more specific guidance and proved particularly beneficial for learners with low prior knowledge. Furthermore, the explain and generate rule skills, which were primarily fostered through shaping, positively predicted learning outcomes. These findings indicate that explain and generate rule skills are pivotal for knowledge construction during inquiry learning and that both prompts and hints are necessary for their effective development. The theoretical implications of these findings are discussed in the thesis.