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This paper examines the different dimensions of scaffolding for online historical inquiry based on a case study of two secondary-two history classes from a neighborhood school in Singapore. The data collected for the study include video and screen captures, focus group interview, digital artifacts, and students' survey. Using sample transcripts and observation extracts, the authors discuss how the different scaffolds facilitate students' learning and how the students interact with the scaffolds to achieve a better performance. The fixed scaffolds in this study include written prompts and argumentation template; while the adaptive scaffolds include questioning, modeling and peer interaction. The findings indicate that these scaffolds have benefited the students in each step of the online historical inquiry. The analyses suggest that the different scaffolds working as a system may have helped improve lower secondary students' online historical inquiry skills.

This paper aims to develop an instrument to measure Player–Avatar Identification (PAI) in video game playing. Survey studies were conducted with over 1000 students in Singapore primary and secondary schools. The results of the studies demonstrated that PAI can be conceptualized and reliably measured in terms of four-factors – feelings during play, absorption during play, positive attitudes toward the game avatar and importance of the avatar to one’s self identity. The four-factor model showed acceptable model data fit and satisfactory reliability and validity. The construct validity was supported by the relationship between PAI and identity style. The result suggested that students with diffused identity style reported significant higher scores on absorption and importance to identity. The usefulness of the concept and the scale was discussed in relation to behavioral and developmental implications. [Copyright &y& Elsevier]