Thinking about Complex Problems with Modeling Software: the Role of Cognitive Style and Visual and Textual Representations
Date
2004Publisher
International Association for Development of the Information Society (IADIS)Source
Proceedings of the IADIS International Conference on Cognition & Exploratory Learning in Digital AgePages
289-296Google Scholar check
Keyword(s):
Metadata
Show full item recordAbstract
Sixty-five undergraduates, classified into Field-Dependent (FD), Field-Mixed (FM), and Field-Independent (FI) learners, were randomly assigned to two groups, Text-Only (T-O) and Text-and-Visual (T-V). The T-O group received a textual description of a computer model, whereas the T-V group received the same description but in both textual and visual format. Participants were asked to run the model using Model-It to solve a complex problem about immigration dynamics. A 3×2 ANOVA indicated that the T-V group outperformed the T-O 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. ABSTRACT FROM AUTHOR]; Copyright of Proceedings of the IADIS International Conference on Cognition & Exploratory Learning in Digital Age is the property of International Association for Development of the Information Society (IADIS) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)