Students’ reflections on the design of digital resources to scaffold metacognitive activities

Abstract

In this paper we investigate the efficiency of the design of a digital resource aimed at scaffolding students’ metacognitive processes during problem solving activities. We develop this investigation by focusing on students’ a-posteriori reflections on their interaction with the digital resource. Through the analysis of students’ reflections, we highlight the digital meta-scaffolding elements that are relevant for students and their level of awareness about the provided metacognitive support.