Title:	THE EFFECTS OF FIELD DEPENDENCE-INDEPENDENCE AND INSTRUCTIONAL DESIGN ON LEARNERS’ PERFORMANCE IN A COMPLEX SYSTEM WITH A COMPUTER MODELING TOOL
Author(s):	Charoula Angeli , Nicos Valanides
ISBN:	978-972-8924-95-9
Editors:	Kinshuk, Demetrios G Sampson, J. Michael Spector,Pedro Isaías and Dirk Ifenthaler
Year:	2009
Edition:	Single
Keywords:	Cognitive load, complex systems, field dependence-independence, modeling software, split-attention effect
Type:	Full Paper
First Page:	110
Last Page:	117
Language:	English
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Paper Abstract:	The study investigated the extent to which two types of instructional materials and learner field dependenceindependence 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 fieldindependent learners. Conclusions are drawn in terms of how the well-documented split-attention effect manifests itself irrespective of students’ FD/I. Implications of the effects of reduced extraneous cognitive load on students’ problemsolving performance are also discussed.
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