Academic achievement in hypermedia environments, scaffolding self-regulated learning and cognitive style

作者：Lopez Vargas Omar; Hederich Martinez Christian; Camargo Uribe Angela

来源：Revista Latinoamericana de Psicologia, 2012, 44(2): 13-26.

• cognitive style
• hypermedia
• social learning
• academic achievement
• self-regulated learning
• pedagogical scaffolding

This study examines high school students' academic achievement during their interaction with a hypermedia environment to learn geometric transformations in the plane, under two contrasting conditions: (1) presence or absence, in the software, of a scaffold for self-regulated learning and (2) individual work or working in pairs. The interaction between each condition and the students' cognitive style, in the field dependent-independent dimension, was examined. The software was especially designed for the study. Participants were 128 tenth students from 4 class groups at a public school in Bogota, Colombia. An ANCOVA analysis was performed, which showed significant and positive main effects on academic achievement by the presence of scaffolding, field independence and individual work. Another significant interaction indicates that, in the presence of a scaffold for self-regulated learning, achievement differences between cognitive style subgroups disappear. Results are promising regarding the potential use of self - regulators scaffolding to support, eguitably,learning in coputing enviroments.

• 出版日期2012