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dc.contributor.authorAngeli, Charoulaen
dc.contributor.authorValanides, Nicosen
dc.creatorAngeli, Charoulaen
dc.creatorValanides, Nicosen
dc.date.accessioned2017-07-27T10:41:54Z
dc.date.available1
dc.date.available2017-07-27T10:41:54Z
dc.date.issued2004
dc.identifier.urihttps://gnosis.library.ucy.ac.cy/handle/7/37729
dc.description.abstractSixty-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.)en
dc.publisherInternational Association for Development of the Information Society (IADIS)en
dc.sourceProceedings of the IADIS International Conference on Cognition & Exploratory Learning in Digital Ageen
dc.subjectCognitionen
dc.subjectUndergraduatesen
dc.subjectComputer softwareen
dc.subjectEducationen
dc.subjectPsychologyen
dc.subjectCognitive styleen
dc.subjectComplex tasken
dc.subjectField dependenceen
dc.subjectField independenceen
dc.subjectModeling softwareen
dc.subjectProblem solvingen
dc.titleThinking about Complex Problems with Modeling Software: the Role of Cognitive Style and Visual and Textual Representationsen
dc.typeinfo:eu-repo/semantics/article
dc.description.startingpage289
dc.description.endingpage296
dc.author.facultyΣχολή Κοινωνικών Επιστημών και Επιστημών Αγωγής / Faculty of Social Sciences and Education
dc.author.departmentΤμήμα Επιστημών της Αγωγής / Department of Education
dc.type.uhtypeArticleen
dc.source.otherEBSCO
dc.contributor.orcidAngeli, Charoula [0000-0002-0306-5470]
dc.contributor.orcidValanides, Nicos [0000-0002-9787-0234]


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