Abstract
Teaching technical content in science and engineering requires the development of high-level competencies such as analytical and critical thinking skills, and is perceived by students as a difficult subject to understand. One way to help students learn this type of content is through the use of scaffolding, which dynamically regulates and adjusts learning according to the student’s needs. Although the use of scaffolding has already been applied in different educational contexts, so far there are no studies analysing its impact on students’ emotions and perception. In this paper we propose the LESCA system, which performs adaptive content feedback through scaffolding. The main hypothesis of this article is that the use of this tool together with teacher scaffolding improves the acquisition of content at higher cognitive levels and improves the student’s emotional state during learning. An experience has been carried out with 36 students of Industrial Electronics and Robotics Associate Degree with a pre-post design, where one group of students did not use the tool and another one did. The findings indicate that knowledge acquisition at the higher levels of Bloom’s taxonomy improved after the use of technological scaffolding and that this acquisition improved significantly when incorporating teacher scaffolding. On the other hand, students who performed the tasks with the system experienced significantly less anxiety and despair than students who did not use it. In addition, it has been found that students perceive teacher scaffolding to be significantly more useful than technological scaffolding.