Personalised formative assessment training in simulated experimental physics instruction: Individual differences in the interplay between scaffolding and self-regulation (A05)

• Subject Area: General and Domain-Specific Teaching and Learning
• Term: since 2025
• Project identifier: Deutsche Forschungsgemeinschaft (DFG) - Project number 542251251

A05 focuses on diagnostic and intervention skills for teaching and learning with experiments in physics education. The project investigates the interplay of individual learner prerequisites with cognitive and metacognitive learning process scaffolding, as well as representational scaffolding by reducing informational complexity and situation dynamics. Using a VR classroom simulation, the project conducts three longitudinal experimental studies to examine self-regulated learning patterns, the effects of increased informational complexity and situation dynamics, and the impact of personalized scaffolding on formative assessment skill development.

• DFG Programme: CRC/Transregios
• Subproject of: TRR 419: Simulation-based learning in higher education: advancing research on process diagnostics and personalized interventions (SHARP)
• Applicant Institution: Ludwig-Maximilians-Universität München
• Project Heads: Professorin Dr. Sarah Hofer; Dr. Stefan Küchemann