The Effects of Embedded Scaffolding Strategy in a Cognitive Flexibility-Based Computer Learning Environment

The purpose of this study was to investigate the effects of embedded scaffolding strategy on knowledge acquisition in a Cognitive Flexibility Hypertext (CFH) environment. Two types of Cognitive Flexibility Hypertext, one with embedded scaffolding strategy and one without embedded scaffolding strategy, were implemented. The dependent variables were 1) the subjects' achievement from the posttest scores and 2) the amount of time spent in the CFHprogram. The participants were sixty-six Thai graduate students from three universities: Chulalongkorn University, Krasetsard University, and King Mongkut's Institute of Technology Ladkrabang (KMITL).Results indicated that there were no significant differences in achievement scores between the two groups of subjects from different CFH programs; however, significant differences in achievement scores were found among subjects from different schools. Subjects from Chulalongkorn University performed better on posttest scores than did subjects from KMITL. Between two different CFH groups, significant differences in the amount of time subjects spent using the program were not found; however, there were significant differences in the amount of time spent among subjects from different schools. Subjects from Krasetsard University spent a greater amount of time using the programs than did the subjects from the other two universities. In addition, subjects who possessed different levels of experience inhypertext environment did not demonstrate significant improvement in posttest scores.