Robust effects of the efficacy of explicit failure-driven scaffolding in problem-solving prior to instruction: A replication and extension

Although Productive Failure has shown to be effective (Kapur, 2016; Loibl, Roll, & Rummel, 2017), it is not clear if failure in problem-solving necessary. Initial work a quasi-experimental setting suggests that explicitly designing for experiences of leads better learning outcomes than success. We build on this report controlled experimental study where students are exposed failure-driven, success-driven, or no explicit scaffolding prior instruction. For assessments non-isomorphic conceptual understanding, our results align with those from work. Despite the similarity posttest scores, failure-driven demonstrate higher quality constructive reasoning receiving success-driven scaffolding. Additionally, reveals benefits (for both scores and quality) transfer. Several cognitive, affective meta-cognitive mechanisms investigated explain robust preparatory problem-solving.