Examining the current educational literature on tailored instructional support, we can notice that structured and formalized scaffolding procedures are still lacking. Taking a step in this direction, I am currently involved in a project on adaptive reflection prompts in a cognitive tutor that teaches optimal planning strategies.
From a series of behavioral experiments with different types of reflection prompts, we build process models of instructional alignment. They allow the cognitive tutor to provide tailored instructional support based on the detected level of skill development.
In future steps, we can also consider individual differences, such as attention disorders or neural changes related to cognitive aging. From behavioral experiments with the relevant target groups, we can derive related parameters and include them in our predictive process models.