dc.contributor.author | Angeli, Charoula | en |
dc.contributor.author | Valanides, Nicos | en |
dc.contributor.author | Polemitou, I. | en |
dc.contributor.author | Fraggoulidou, E. | en |
dc.creator | Angeli, Charoula | en |
dc.creator | Valanides, Nicos | en |
dc.creator | Polemitou, I. | en |
dc.creator | Fraggoulidou, E. | en |
dc.date.accessioned | 2017-07-27T10:41:54Z | |
dc.date.available | 2017-07-27T10:41:54Z | |
dc.date.issued | 2016 | |
dc.identifier.uri | https://gnosis.library.ucy.ac.cy/handle/7/37736 | |
dc.description.abstract | A counterbalanced measures design was used to examine whether the order of learning with a glass-box simulation about the life cycle of butterflies, and, a black-box simulation about the life of bees, differentially affected field-dependent and field-independent children's performance on two related knowledge tests. The children aged from 5 to 6.5 years old were classified into a field type based on their Children's Embedded Figures Test scores. Subsequently, they were assigned into Group A and Group B. Group A learned first with the glass-box simulation followed by the black-box simulation, while Group B used the tools in the reverse order. A statistically significant interaction effect was found between field type and order of learning with the simulations on the butterfly post-test performance, showing that learning first with the black-box simulation facilitated field-dependent children's subsequent learning with the glass-box simulation. The results tap on the issue about whether field dependence-independence is a cognitive ability or cognitive style, and the issue of the malleability of cognitive styles as well. Implications and future research directions are discussed. © 2016 Elsevier Ltd. All rights reserved. | en |
dc.source | Computers in Human Behavior | en |
dc.source.uri | https://www.scopus.com/inward/record.uri?eid=2-s2.0-84962074465&doi=10.1016%2fj.chb.2016.03.060&partnerID=40&md5=c621750569d76df114418a61f05120c4 | |
dc.title | An interaction effect between young children's field dependence-independence and order of learning with glass-box and black-box simulations: Evidence for the malleability of cognitive style in computer-supported learning | en |
dc.type | info:eu-repo/semantics/article | |
dc.identifier.doi | 10.1016/j.chb.2016.03.060 | |
dc.description.volume | 61 | |
dc.description.startingpage | 569 | |
dc.description.endingpage | 583 | |
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.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 | |