Efficacy of Learning Scaffolds and Learner-User Experience (UX) in the Zone of Proximal Development

This paper exhibits the learner sited in the zone of proximal development as it aimed to display the performance efficacy in the two levels of the zone of proximal development: the actual development level, where a learner performs independently, and the level of potential development, where a learner performs with the assistance of a more skilled individual. Execution viability in this study mounts learner experiences through the use of learning scaffolds and determine efficacy performance using a pretest and posttest scheme and the mean scores of a controlled and experimental course learning activities. The study employed descriptive-quantitative design to ascertain efficacy in learners' feat. The experimental method of research was employed across researcher-identified tracking phases. It consisted of student participants taking Computer Programming course under the 1^st year level of the Bachelor of Science in Information Technology program curriculum and were purposely selected based on qualifiers. Learning scaffold approaches included human computer interaction in reference to user experience and usability of a university acquired learning management system as it presents how learners employ the application and assessment prove its efficiency. The study revealed that the utilization of scaffolding strategies was operative amidst the tracking phases as the competency of a learner results reflect incremental percentage frequency distribution in the learner-user experiences and considerably significant differences in the mean scores of a pre-test and post-test, and in the mean scores of the controlled and experimental laboratory activities. Henceforth, the researcher recommended that learners in areas across and outside information technology courses and curriculum may protrude distinctive scaffolding strategies as they manifest.