Scaffolding success: Helping computing students take bigger learning risks

A TILT-supported project explored how project design can build confidence, strengthen teamwork, and encourage students to tackle more challenging problems.

Project-based learning is widely used in computing science to help students apply theory to real-world challenges. But how much structure is too much? Ouldooz Baghban Karimi’s TILT-supported project in the School of Computing Science examined how different forms of scaffolding influence student learning, teamwork, and willingness to take academic risks. The findings suggest that thoughtful scaffolding can support success while still creating opportunities for students to stretch their abilities and pursue more ambitious projects.

The Project

In advanced computing science courses, students are often asked to solve complex, open-ended problems through collaborative projects. These experiences can strengthen technical knowledge, teamwork, leadership, and problem-solving skills. However, students may hesitate to pursue innovative or challenging solutions if they fear failure or grade penalties.

Building on previous research into project-based learning, this project explored how process scaffolding and technical scaffolding affect students' learning experiences in two courses: CMPT 474 - Web Systems Architecture and CMPT 756 - Distributed and Cloud Systems. The goal was to better understand how course design can support both learning and academic risk-taking.

The project combined analysis of survey data, course feedback, student interviews, instructor observations, and student performance across multiple offerings of both courses. Researchers examined how students experienced group projects, how scaffolding supported learning, and what factors influenced their willingness to attempt more complex project designs.

Project Highlights

Across course offerings, students consistently reported that teamwork structures and project organization helped them navigate complex assignments. Interviews suggested that process scaffolding successfully supported collaboration, communication, and project management, particularly within larger teams.

At the same time, students identified opportunities to strengthen connections between lectures, hands-on activities, and project work. Feedback highlighted the value of technical scaffolding that directly links theory to implementation, allowing students to more confidently apply new knowledge to their projects.

One of the most significant findings involved academic risk-taking. Forty percent of surveyed students indicated they would be more likely to attempt a challenging project if grading allowed greater flexibility and reduced the risk of losing marks. Students also suggested that bonus marks for pursuing advanced project features could motivate greater experimentation and innovation. Interviews further revealed that competing course demands and time constraints often influenced students to prioritize safer project choices over more ambitious ones.

Looking Ahead

The project has already informed planned course improvements, including stronger connections between hands-on activities and project milestones, revised interactive sessions, and new opportunities for students to earn bonus credit through advanced project challenges. The findings also support broader conversations about designing sequences of computing science courses that build progressively toward more sophisticated project-based learning experiences. More broadly, this work highlights an important lesson for educators across disciplines: students are often willing to take intellectual risks when learning environments provide both meaningful support and room for exploration.