Field dependence-independence and instructional-design effects on learners' performance with a computer-modeling tool
Computers in Human Behavior
dc.contributor.author | Angeli, Charoula | en |
dc.contributor.author | Valanides, Nicos | en |
dc.contributor.author | Kirschner, P. | en |
dc.creator | Angeli, Charoula | en |
dc.creator | Valanides, Nicos | en |
dc.creator | Kirschner, P. | en |
dc.date.accessioned | 2017-07-27T10:41:54Z | |
dc.date.available | 2017-07-27T10:41:54Z | |
dc.date.issued | 2009 | |
dc.identifier.uri | https://gnosis.library.ucy.ac.cy/handle/7/37732 | |
dc.description.abstract | The study investigated the extent to which two types of instructional materials and learner field dependence–independence affected learners’ cognitive load, time spent on task, and problem-solving performance in a complex system with a computer-modeling tool. One hundred and one primary student teachers were initially categorized into field dependent, field mixed, and field-independent learners based on their performance on the Hidden Figures Test, and were then randomly assigned to two experimental conditions. One group received a static diagram and a textual description in a split format, and the second group received the same static diagram and textual description in an integrated format. MANOVA revealed that the split-format materials contributed to higher cognitive load, higher time spent on task, and lower problem-solving performance than the integrated-format materials. There was also an interaction effect, only in terms of students’ problem-solving performance, between field dependence–independence and instructional materials, indicating that the facilitating effect of the integrated-format materials was restricted to the field-independent learners. Conclusions are drawn in terms of how the well-documented split-attention effect manifests itself irrespective of students’ field dependence-independence. Implications of the effects of reduced extraneous cognitive load on students’ problem-solving performance are also discussed. | en |
dc.source | Computers in Human Behavior | en |
dc.source.uri | https://www.scopus.com/inward/record.uri?eid=2-s2.0-69549124009&doi=10.1016%2fj.chb.2009.05.010&partnerID=40&md5=b15dff58caacdab90ffd884b2f123ce4 | |
dc.title | Field dependence-independence and instructional-design effects on learners' performance with a computer-modeling tool | en |
dc.title | Computers in Human Behavior | en |
dc.type | info:eu-repo/semantics/article | |
dc.identifier.doi | 10.1016/j.chb.2009.05.010 | |
dc.description.volume | 25 | |
dc.description.issue | 6 | |
dc.description.startingpage | 1355 | |
dc.description.endingpage | 1366 | |
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 :18 | en |
dc.source.abbreviation | Comput.Hum.Behav. | |
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 |
Files in this item
Files | Size | Format | View |
---|---|---|---|
There are no files associated with this item. |