NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ901819
Record Type: Journal
Publication Date: 2010-Aug
Pages: 21
Abstractor: As Provided
ISSN: ISSN-1055-8896
Using Scaffolds in Problem-Based Hypermedia
Su, Yuyan; Klein, James D.
Journal of Educational Multimedia and Hypermedia, v19 n3 p327-347 2010
This study investigated the use of scaffolds in problem-based hypermedia. Three hundred and twelve undergraduate students enrolled in a computer literacy course worked in project teams to use a hypermedia PBL program focused on designing a personal computer. The PBL program included content scaffolds, metacognitive scaffolds, or no scaffolds. Results revealed that posttest scores for students who received content scaffolds were significantly higher than those who received metacognitive scaffolds. Type of scaffolds also had a significant impact on student attitudes. Findings have implications for the design and delivery of PBL. Content scaffolds can direct student attention to important information and encourage understanding. However, considerations should be given to the difficulty of the task, the time allotted to solve the problem, and other demands students face in a problem-based, hypermedia environment. (Contains 3 tables and 2 figures.)
Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327-1545. Tel: 757-366-5606; Fax: 703-997-8760; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A