Visual problem-solving is an essential skill for professionals in various visual domains. Novices in these domains acquire such skills through interactions with experts (e.g., apprenticeships). Experts guide novice visual problem-solving with scaffolding behaviours. However, there is little consensus about the description and classification of scaffolding behaviours in practice, and to our knowledge, no framework connects scaffolding to underlying cognitive mechanisms. Understanding effective scaffolding is particularly relevant to domain-specific expert-novice research regarding visual problem-solving, where in-person scaffolding by an expert is a primary teaching method. Scaffolding regulates the flow of information within the learner’s working memory, thereby reducing cognitive load. By examining scaffolding research from the perspective of cognitive load theory, we aspire to classify scaffolding behaviours as cognitive behaviours of cueing (which involves attention allocation) and chunking (the practice of grouping information, often in conjunction with prior knowledge), into a cohesive and unified framework. In this scoping review, 6533 articles were considered, from which 18 were included. From these 18 articles, 164 excerpts describing expert-novice interaction were examined and categorised based on cognitive strategy (cueing or chunking) and method of expression (verbal or nonverbal). An inductive category (active or passive) was also identified and coded. Most scaffolding behaviours were categorised as active verbal cueing and active verbal chunking. Qualitative patterns in excerpts were collated into 12 findings. Our framework may help to integrate existing and new scaffolding research, form the basis for future expert-novice interaction research, and provide insights into the fine-grained processes that comprise scaffolded visual problem-solving.

视觉解决问题是各个视觉领域专业人士的一项基本技能。这些领域的新手通过与专家的互动（例如学徒）来获得这些技能。专家通过脚手架行为指导新手解决视觉问题。然而，在实践中，对于脚手架行为的描述和分类几乎没有达成共识，而且据我们所知，没有框架将脚手架与底层认知机制联系起来。了解有效的脚手架与有关视觉问题解决的特定领域的专家新手研究特别相关，其中专家亲自进行的脚手架是主要的教学方法。脚手架调节学习者工作记忆中的信息流，从而减少认知负担。通过从认知负荷理论的角度审视脚手架研究，我们希望将脚手架行为分类为提示（涉及注意力分配）和分块（通常与先验知识结合的信息分组实践）的认知行为，以形成内聚和统一框架。本次范围界定审查考虑了 6533 篇文章，其中纳入了 18 篇。从这 18 篇文章中，我们对 164 篇描述专家与新手互动的摘录进行了检查，并根据认知策略（提示或组块）和表达方法（语言或非语言）进行分类。还识别并编码了归纳类别（主动或被动）。大多数脚手架行为被归类为主动言语提示和主动言语分块。摘录中的定性模式被整理为 12 项发现。我们的框架可能有助于整合现有和新的脚手架研究，形成未来专家与新手交互研究的基础，并提供对构成脚手架视觉问题解决的细粒度过程的见解。