dc.contributor.author | Angeli, Charoula | en |
dc.contributor.author | Valanides, Nicos | en |
dc.creator | Angeli, Charoula | en |
dc.creator | Valanides, Nicos | en |
dc.date.accessioned | 2017-07-27T10:41:54Z | |
dc.date.available | 2017-07-27T10:41:54Z | |
dc.date.issued | 2004 | |
dc.identifier.other | WOS:000259264306382 | |
dc.identifier.uri | https://gnosis.library.ucy.ac.cy/handle/7/37727 | |
dc.description.abstract | Sixty-five undergraduates were classified into field-dependent, field-mixed, and field-independent learners, and were randomly assigned to two groups: text-only and text-and-visual. Participants in the text-only group received a description of a model in textual format, whereas participants in the other group received the same description in textual-and-visual format. Participants were then asked to individually explore a computer model, test hypotheses, and solve a problem related to immigration policies. Their problem-solving performance was analyzed using a 3×2 analysis of variance (ANOVA). Results showed that the text-and-visual group outperformed the text-only group, that performance was significantly related to field-dependence-independence, and that there was a significant interaction effect. Specifically, field-independent learners in the text-and-visual group outperformed field-dependent and field-mixed learners in both groups, and field-independent learners in the text-only group. The findings indicate that adding visuals to textual explanations can enhance understanding, and that the functional role of visuals depends on cognitive differences. | en |
dc.source | Educational Technology Research and Development | en |
dc.source.uri | https://www.scopus.com/inward/record.uri?eid=2-s2.0-12744273695&partnerID=40&md5=25ac01b1443127ebc5ec96f960a2d89e | |
dc.title | Examining the effects of text-only and text-and-visual instructional materials on the achievement of field-dependent and field-independent learners during problem-solving with modeling software | en |
dc.type | info:eu-repo/semantics/article | |
dc.description.volume | 52 | |
dc.description.issue | 4 | |
dc.description.startingpage | 23 | |
dc.description.endingpage | 36 | |
dc.author.faculty | Σχολή Κοινωνικών Επιστημών και Επιστημών Αγωγής / Faculty of Social Sciences and Education | |
dc.author.department | Τμήμα Επιστημών της Αγωγής / Department of Education | |
dc.type.uhtype | Article | en |
dc.description.notes | Cited By :26 | en |
dc.source.abbreviation | Educ.Technol.Res.Dev. | |
dc.source.other | Scopus | en |
dc.contributor.orcid | Angeli, Charoula [0000-0002-0306-5470] | |
dc.contributor.orcid | Valanides, Nicos [0000-0002-9787-0234] | |
dc.gnosis.orcid | 0000-0002-0306-5470 | |
dc.gnosis.orcid | 0000-0002-9787-0234 | |