Students’ Metacognition and Cognitive Style and Their Effect on Cognitive Load and Learning Achievement
The present research’s objective is to examine the effects of metacognitive scaffolding and cognitive style in the Field Dependence – Independence (FDI) dimension on cognitive load (CL) and learning achievement (LA) in high school students, when they interact with a hypermedia environment on philosophy (logic). Fifty-four students belonging to two eleventh grade courses from […]