This study was designed to examine the effects of the students’ preferences and metacognitive learning – in connection with self esteem and cognitive variables – using an Adaptive Hypermedia Learning Environment (AHLE). Participants were 20 undergraduate students in a physics course, who were randomly assigned to participate in the 3 different modutes. Results indicated that the AHLE had a strong impact on students’ perception of physics and metacognitive components of learning. Analysis of the results reveals a strong shift of students towards developing metacognitive strategies (conceptual change) and this is primarily true for students with a high self-esteem and FI as cognitive parameter. A web tool de-signed by the authors to count the number of trials of students indicates that stu-dents with a high degree of meta-learning have a low number of trials. The results on perception and metacognitive outcomes suggest that the AHLE should be de-signed according to the cognitive learning style and self-esteem beliefs.
|Keywords:||Perception for Physics, Self-Esteem, Field-Dependent, Field-Independent, Metacognitive Strategies, Adaptive Learning Environment|
Lecturer, Department of Education, University of Aegean, Athens, Attiki, Greece
Lecturer, Department of Technology Education & Digital Systems, University of Piraeus-Athens, Piraeus, Attiki, Greece
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