Author Information
Ching Fang Hu, National University of Tainan, TaiwanHao Chiang Koong Lin, National University of Tainan, Taiwan
Abstract
As the financial landscape becomes increasingly complex, equipping university students with financial literacy and practical application skills has become a critical focus in contemporary education. Traditional instruction tends to emphasize knowledge transmission, offering limited support for students’ practical decision-making and strategic thinking. In response, this study adopted interactive video-based instruction, integrating two types of learning support strategies—procedural scaffolding and strategic scaffolding—to explore their potential impact on students’ learning outcomes and processes. Using a quasi-experimental design, students without a finance-related academic background were randomly assigned to two groups. Multiple assessment tools, including a financial literacy scale, concept mapping, and performance-based tasks, were employed to examine knowledge construction and strategic application. The findings aim to inform future instructional design and personalized learning support strategies in digital financial education.
Paper Information
Conference: IICE2026Stream: Design
This paper is part of the IICE2026 Conference Proceedings (View)
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To cite this article:
Hu C., & Lin H. (2026) A Comparative Study of Procedural and Strategic Scaffolding in Interactive Video-Based Learning for Financial Literacy ISSN: 2189-1036 – The IAFOR International Conference on Education – Hawaii 2026 Official Conference Proceedings (pp. 231-241) https://doi.org/10.22492/issn.2189-1036.2026.22
To link to this article: https://doi.org/10.22492/issn.2189-1036.2026.22
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