The impact of different types of self-regulation scaffolds on learning science with hypermedia

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

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.

• Jezik: Angleški jezik
• Ključne besede: scaffolds, hypermedia, self-regulated learning, learning strategies, achievement
• Vrsta gradiva: Članek v reviji
• Tipologija: 1.01 - Izvirni znanstveni članek
• Organizacija: FF - Filozofska fakulteta ; FRI - Fakulteta za računalništvo in informatiko; NTF - Naravoslovnotehniška fakulteta
• Status publikacije: Objavljeno
• Različica publikacije: Objavljena publikacija
• Leto izida: 2025
• Št. strani: Str. 1-11
• Številčenje: Vol. 169
• PID: 20.500.12556/RUL-175175
• UDK: 001.891:37.014
• ISSN pri članku: 1873-7692
• DOI: 10.1016/j.chb.2025.108670
• COBISS.SI-ID: 234838275
• Datum objave v RUL: 20.10.2025

Gradivo je del revije

• Naslov: Computers in human behavior
• Založnik: Elsevier Science
• ISSN: 1873-7692
• COBISS.SI-ID: 22998789

Licence

• Licenca: CC BY-NC-ND 4.0, Creative Commons Priznanje avtorstva-Nekomercialno-Brez predelav 4.0 Mednarodna
• Povezava: http://creativecommons.org/licenses/by-nc-nd/4.0/deed.sl
• Opis: Najbolj omejujoča licenca Creative Commons. Uporabniki lahko prenesejo in delijo delo v nekomercialne namene in ga ne smejo uporabiti za nobene druge namene.

Sekundarni jezik

• Jezik: Slovenski jezik
• Ključne besede: vzgoja in izobraževanje, hipermedija, samoregulacijska ogrodja, samoregulirano učenje, učne strategije, učni dosežki, učenci, devetošolci