Design an Adaptive Mobile Scaffolding System According to Students’ Cognitive Style Simplicity vs Complexity for Enhancing Digital Well-Being

The widespread use of mobile applications in scaffolding students’ learning emphasize the importance of developing these applications in ways to be compatible with students' characteristics and needs in order to be more effective. Several studies indicated that the students experience via mobile applications was not stimulating wellbeing or learning due to its incompatibility with students' characteristics. Therefore, the current study aimed to design an adaptive mobile scaffolding System (AMSS) to provide educational scaffolding to students that is compatible with their cognitive style simplicity vs complexity (CSSC), and to measure the effectiveness of the model in enhancing digital wellbeing (DWB) of the students in the Faculty of education, Jeddah University. Semi-experimental design of two groups was used: the first experimental group received unified mobile scaffold regardless of their cognitive styles. The second experimental group received mobile scaffold that was organized and directed to the students based on their characteristics related to their CSSC. Both experimental groups received mobile scaffold as a complementary component to the lectures delivered for the Technological Innovations in Education course in the General Diploma in Education. The study sample consisted of (71) students who met the requirements and they were randomized to two experimental groups. To examine the effectiveness of the AMSS, a DWB scale was developed. Kelly's scale of CSSC was used to identify students who fell within the scope of this style. The results showed the effectiveness of the proposed model of AMSS in developing the students’ DWB compared to the unified scaffold model. © 2021. All Rights Reserved.