Alenka Gril (Author), Anja Podlesek (Author), Luka Komidar (Author), Alenka Kavčič (Author), Katja Depolli Steiner (Author), Sonja Pečjak (Author), Tina Pirc (Author), Melita Puklek Levpušček (Author), Bojana Boh (Author), Aleš Hladnik (Author), Ciril Bohak (Author), Matevž Pesek (Author), Žiga Lesar (Author), Matija Marolt (Author), Cirila Peklaj (Author)

Abstract

Effective use of scaffolds in hypermedia should support students' self-regulated learning while considering their individual differences. Metacognitive and cognitive scaffolds, but not motivational scaffolds, have been extensively researched. There is no clear evidence that using only one type of scaffold is more effective than combining different types. The aim of this study was to determine if the use of different types of scaffolds and their combination in hypermedia predicts learning achievement over and above individual student differences. In the first phase of our quasi-experimental study, 443 ninth graders learned about visual perception in hypermedia. We measured their individual characteristics (grade point average [GPA], intelligence [IQ], learning time, and the number of learning strategies used) and their learning achievement and divided them into six comparable groups. In the second phase, the groups learned about olfactory perception using different scaffolds embedded in hypermedia: 6 cognitive, 6 metacognitive, 6 motivational, all 18 scaffolds together, a selected subset of 6 mixed scaffolds, and no scaffolds. We administered a pre-test and a post-test to assess what students learned, and collected data on students’ note-taking, self-reported use of learning strategies, and interest in the topic. Hierarchical regression analysis of data from 288 students revealed that students with a higher GPA, specific prior knowledge and interest in the topic, and those who used more self-regulation strategies learned more. Scaffolds did not significantly contribute to the prediction of learning outcomes. Implications for the research design of studies investigating the effects of learning scaffolds in hypermedia are discussed.

Keywords

vzgoja in izobraževanje;hipermedija;samoregulacijska ogrodja;samoregulirano učenje;učne strategije;učni dosežki;učenci;devetošolci;scaffolds;hypermedia;self-regulated learning;learning strategies;achievement;

Data

Language: English
Year of publishing:
Typology: 1.01 - Original Scientific Article
Organization: UL FF - Faculty of Arts
UDC: 001.891:37.014
COBISS: 234838275 Link will open in a new window
ISSN: 1873-7692
Views: 212
Downloads: 125
Average score: 0 (0 votes)
Metadata: JSON JSON-RDF JSON-LD TURTLE N-TRIPLES XML RDFA MICRODATA DC-XML DC-RDF RDF

Other data

Source comment: Podatki z nasl. zaslona; Besedilo v dveh kolonah; Opis vira z dne 6. 5. 2025;
Pages: str. 1-11
Issue: ǂVol. ǂ169
Chronology: Avg. 2025
DOI: 10.1016/j.chb.2025.108670
ID: 26745747