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Differential Effects of a Fixed and a Faded Motivational Scaffold on Cognitive Load and Learning in Multimedia Environments

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Title: Differential Effects of a Fixed and a Faded Motivational Scaffold on Cognitive Load and Learning in Multimedia Environments
Language: English
Authors: Sonia Triana-Vera (ORCID 0000-0002-6287-5609), Omar López-Vargas (ORCID 0000-0003-2298-6854)
Source: Knowledge Management & E-Learning. 2026 18(1):1-23.
Availability: Laboratory of Knowledge Management & E-Learning. Web site: http://www.kmel-journal.org/ojs/index.php/online-publication
Peer Reviewed: Y
Page Count: 24
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Grade 10
High Schools
Secondary Education
Descriptors: Cognitive Processes, Difficulty Level, Scaffolding (Teaching Technique), Student Motivation, Multimedia Instruction, Academic Achievement, Cognitive Style, Grade 10, Foreign Countries, High School Students
Geographic Terms: Colombia
ISSN: 2073-7904
Abstract: The research compares the effects of two motivational scaffolding models included in a multimedia environment that addresses technological content and evaluates their influence on cognitive load and academic performance in students with different cognitive styles in the field dependenceindependence (FDI) dimension. The study involved 145 tenth-grade students from a public institution in Cundinamarca, Colombia. A quasi-experimental design was used with two independent variables: type of scaffolding (fixed or faded by the student) and students' cognitive style in the FDI dimension. The dependent variables evaluated were academic performance and cognitive load in three categories: intrinsic, extrinsic and Germanic. A 2×2 MANCOVA factor analysis was performed, the results of which showed a higher intrinsic cognitive load in students with a tendency toward field dependence, compared to their peers with a tendency toward field independence. In addition, the performance of students who interacted with the multimedia environment with self-faded scaffolding was superior to those who used fixed scaffolding. The data also show that students with different cognitive styles achieved equivalent learning. Also, the type of motivational scaffolding used did not affect cognitive load.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1492881
Database: ERIC
FullText Text:
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  Data: Differential Effects of a Fixed and a Faded Motivational Scaffold on Cognitive Load and Learning in Multimedia Environments
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  Data: <searchLink fieldCode="AR" term="%22Sonia+Triana-Vera%22">Sonia Triana-Vera</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6287-5609">0000-0002-6287-5609</externalLink>)<br /><searchLink fieldCode="AR" term="%22Omar+López-Vargas%22">Omar López-Vargas</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2298-6854">0000-0003-2298-6854</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Knowledge+Management+%26+E-Learning%22"><i>Knowledge Management & E-Learning</i></searchLink>. 2026 18(1):1-23.
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  Data: Laboratory of Knowledge Management & E-Learning. Web site: http://www.kmel-journal.org/ojs/index.php/online-publication
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  Data: Y
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  Data: 24
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  Data: 2026
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  Data: <searchLink fieldCode="EL" term="%22Grade+10%22">Grade 10</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Difficulty+Level%22">Difficulty Level</searchLink><br /><searchLink fieldCode="DE" term="%22Scaffolding+%28Teaching+Technique%29%22">Scaffolding (Teaching Technique)</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Multimedia+Instruction%22">Multimedia Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Style%22">Cognitive Style</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+10%22">Grade 10</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Colombia%22">Colombia</searchLink>
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  Data: 2073-7904
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The research compares the effects of two motivational scaffolding models included in a multimedia environment that addresses technological content and evaluates their influence on cognitive load and academic performance in students with different cognitive styles in the field dependenceindependence (FDI) dimension. The study involved 145 tenth-grade students from a public institution in Cundinamarca, Colombia. A quasi-experimental design was used with two independent variables: type of scaffolding (fixed or faded by the student) and students' cognitive style in the FDI dimension. The dependent variables evaluated were academic performance and cognitive load in three categories: intrinsic, extrinsic and Germanic. A 2×2 MANCOVA factor analysis was performed, the results of which showed a higher intrinsic cognitive load in students with a tendency toward field dependence, compared to their peers with a tendency toward field independence. In addition, the performance of students who interacted with the multimedia environment with self-faded scaffolding was superior to those who used fixed scaffolding. The data also show that students with different cognitive styles achieved equivalent learning. Also, the type of motivational scaffolding used did not affect cognitive load.
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  Data: 2026
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 24
        StartPage: 1
    Subjects:
      – SubjectFull: Cognitive Processes
        Type: general
      – SubjectFull: Difficulty Level
        Type: general
      – SubjectFull: Scaffolding (Teaching Technique)
        Type: general
      – SubjectFull: Student Motivation
        Type: general
      – SubjectFull: Multimedia Instruction
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Cognitive Style
        Type: general
      – SubjectFull: Grade 10
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Colombia
        Type: general
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      – TitleFull: Differential Effects of a Fixed and a Faded Motivational Scaffold on Cognitive Load and Learning in Multimedia Environments
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            NameFull: Sonia Triana-Vera
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            NameFull: Omar López-Vargas
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              Y: 2026
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