Resumo

SOLORZANO-RESTREPO, John  e  LOPEZ-VARGAS, Omar. Differential effect of a metacognitive scaffolding in a e-Learning environment over cognitive load, learning achievement and metacognitive consciousness. Suma Psicol. [online]. 2019, vol.26, n.1, pp.37-45.  Epub 25-Out-2019. ISSN 0121-4381.  https://doi.org/10.14349/sumapsi.2019.v26.n1.5.

The present study analyzes the effects generated by a metacognitive scaffolding and the cognitive style (Field Dependent/Independent-FDI) in the cognitive load, the metacognitive awareness and the achievement of learning when the students interact with an environment of e-Learning. 67 undergraduate students from the city of Bogotá (Colombia) participated, divided into two groups. One interacted with a learning environment with a metacognitive scaffolding and the other, without it. The EFT test was used to determine the cognitive style of the ap prentices and the MAI test established the metacognitive awareness. Data were analyzed with a MANCOVA analysis. Results suggest differences between the intrinsic and extrinsic cognitive load in field dependent students due to the interaction between the metacognitive scaffolding and their cognitive style. Students who interacted with the metacognitive scaffolding showed a greater learning achievement and a better ability to monitoring their learning process.

Palavras-chave : Metacognitive scaffolding; cognitive load; cognitive style; learning achievement; metacognitive consciousness.

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