|
Title:
|
ORDER EFFECTS OF LEARNING WITH MODELING AND SIMULATION SOFTWARE ON FIELD-DEPENDENT AND FIELD-INDEPENDENT CHILDRENS COGNITIVE PERFORMANCE: AN INTERACTION EFFECT |
|
Author(s):
|
Charoula Angeli, Nicos Valanides, Eirini Polemitou, Elena Fraggoulidou |
|
ISBN:
|
978-989-8533-23-4 |
|
Editors:
|
Demetrios G. Sampson, J. Michael Spector, Dirk Ifenthaler and Pedro Isaías |
|
Year:
|
2014 |
|
Edition:
|
Single |
|
Keywords:
|
Modeling tools, simulations, field-dependence/independence, interaction effect, problem solving |
|
Type:
|
Full Paper |
|
First Page:
|
105 |
|
Last Page:
|
111 |
|
Language:
|
English |
|
Cover:
|
|
|
Full Contents:
|
click to dowload 
|
|
Paper Abstract:
|
The study examined the interaction between field dependence-independence (FD/I) and learning with modeling software and simulations, and their effect on childrens performance. Participants were randomly assigned into two groups. Group A first learned with a modeling tool and then with simulations. Group B learned first with simulations and then with a modeling tool. A statistically significant interaction was found between FD/I and the order of using the two types of software. FI children in group A outperformed FD children in the same group on the modeling task. However, these results were not observed with the FD children in group B indicating that learning first with simulations facilitated the subsequent learning with the modeling tool of FD children only. |
|
|
|
|
|
|
