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 an embedded scaffolding strategy and one without, were implemented. The dependent variables were: (1) the subjects´ achievement from the posttest scores; and (2) the amount of time spent in the CFH program. The participants were sixty-six Thai graduate students from three universities. 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. In addition, subjects who possessed different levels of experience in hypertext environment did not demonstrate significant improvement in post-test scores.