Scaffolding through prompts in digital learning has emerged as a powerful strategy to guide learners in complex digital environments. Prompts, such as short hints, questions, or feedback, are designed to activate learners’ cognitive or motivational processes, helping them focus, self-regulate, and engage more deeply with learning materials. Yet, research has shown mixed findings: while some studies highlight strong benefits, others find little to no impact. In response, Thomann and Deutscher (2025) conducted a systematic review and meta-analysis to clarify how prompts influence learning outcomes and under which conditions they work best. 

Their analysis of 68 experimental studies conducted between 1999 and 2022 shows that prompts have a moderate positive effect on learning outcomes (Cohen’s d = 0.39). After correcting for publication bias, this effect was found to be smaller, yet still significant (d = 0.22).

Design Features that Matter and Contextual Differences 

The results highlight that, while prompts are beneficial, their impact depends strongly on their design and implementation. In this study, time-based prompts appeared at fixed points, such as before, during, or after the learning sequence, whereas action-based prompts were triggered by learner behavior such as navigation decisions, correct or incorrect solutions, or by learners clicking a button to request support. Similarly, generic prompts included procedural cues, non-personalized speech, or context-independent feedback, while directed prompts took the form of specific or directive instructions, personalized speech, or contextualized feedback.

The findings show that action-based prompts were more effective than time-based ones, and that group- or learner-specific prompts outperformed uniform prompts given to all learners. Combining generic and directed prompts produced the strongest results, highlighting the value of balancing flexibility with specificity.

The study also reveals contextual differences: prompts are more effective for high school learners (d = 0.41) than for university students (d = 0.32) or working adults (d = 0.07). The effects vary across disciplines, with the social sciences (d = 0.48) and technological sciences (d = 0.43) benefiting the most. Regional differences are also evident: East Asian studies report very high effects (d = 0.86), compared to more modest effects in Europe (d = 0.28).

Implications for EdTechs

This study shows that, while prompts are not a universal solution, they can be powerful when carefully designed. Effective prompts are concise, adaptive, and delivered at the right moment. The findings provide educators and designers with evidence-based guidelines to optimize prompts for diverse learners while avoiding cognitive overload. 

References

• Thomann, H., & Deutscher, V. (2025). Scaffolding through prompts in digital learning: A systematic review and meta-analysis of effectiveness on learning achievement. Educational Research Review, 47, 100686. https://doi.org/10.1016/j.edurev.2025.100686