Resumo

LOPEZ VARGAS, Omar; HEDERICH MARTINEZ, Christian  e  CAMARGO URIBE, Ángela. Academic achievement in hypermedia environments, scaffolding self-regulated learning and cognitive style. rev.latinoam.psicol. [online]. 2012, vol.44, n.2, pp.13-26. ISSN 0120-0534.

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 feld dependent-independent dimension, was examined. The software was especially designed for the study. Participants were128 tenth students from 4 class groups at a public school in Bogotá, 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 diferences between cognitive style subgroups disappear. Results are promising regarding the potential use of self - regulators scaffolding to support, eguitably, learning in coputing enviroments.

Palavras-chave : cognitive style; hypermedia; social learning; academic achievement; self-regulated learning; pedagogical scaffolding.

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