A problematic, yet common, assumption among educational researchers is that when teachers provide authentic, problem-based experiences, students will automatically be engaged. Evidence indicates that this is often not the case. In this article, we discuss (a) problems with ignoring motivation in the design of learning environments, (b) problem-based learning and scaffolding as one way to help, (c) how scaffolding has strayed from what was originally equal parts motivational and cognitive support, and (d) a conceptual framework for the design of scaffolds that can enhance motivation as well as cognitive outcomes. We propose guidelines for the design of computer-based scaffolds to promote motivation and engagement while students are solving authentic problems. Remaining questions and suggestions for future research are then discussed.

中文翻译：

---

用于设计可提高动机和认知的支架的框架。

教育研究人员中一个有问题但普遍的假设是，当教师提供真实的、基于问题的经验时，学生会自动参与。有证据表明，情况往往并非如此。在本文中，我们将讨论 (a) 在学习环境设计中忽略动机的问题，(b) 基于问题的学习和脚手架作为一种帮助方式，(c) 脚手架如何偏离最初同等的动机和认知支持，以及 (d) 用于设计可以增强动机和认知结果的支架的概念框架。我们提出了设计基于计算机的脚手架的指导方针，以在学生解决真实问题的同时促进积极性和参与度。然后讨论剩余的问题和对未来研究的建议。