Abstract
This paper reports the findings of a qualitative analysis on the role of implicit scaffolding in facilitating virtual learning of abstract physical sciences concepts. The participant 3rd year physical sciences education students investigated electromagnetic induction (EMI) and the balancing of chemical equations, using simulations. In assessing the role of implicit scaffolding, participants were tasked to reflect on the different activities and mouse clicks within the learning environment using simulations. Data was collected through reflection diaries, follow- up semi-structured focus group interviews and screen shots of interfaces showing learning transitions. Thematic content analysis was then employed in analysing reflection diaries, transcribed textual data and screen shot records, to generate four main themes on the role of implicit scaffolding. Themes included the promotion of self-directed learning, efficient support of guided inquiry, the reduction of cognitive load and adequate pacing of learning outcomes for students of different abilities. It was concluded based on these findings that implicit scaffolding is an important aspect of designing virtual and e-learning science instruction and should be embedded when developing machine learning activities using simulations and virtual laboratories. The findings also indicated that, embedded implicit scaffolding played a fundamental role in pacing students’ progress to higher cognitive levels in their learning of abstract physical sciences concepts. Some context-specific implications for practice and relevant recommendations for further research are also provided herein.