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Field dependence-independence and instructional-design effects on learners' performance with a computer-modeling tool

Field dependence-independence and instructional-design effects on learners' performance with a computer-modeling tool,10.1016/j.chb.2009.05.010,Comput

Field dependence-independence and instructional-design effects on learners' performance with a computer-modeling tool   (Citations: 4)
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The study investigated the extent to which two types of instructional materials and learner field depen- dence-independence affected learners' cognitive load, time spent on task, and problem-solving perfor- mance 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 exper- imental 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-inde- pendence. Implications of the effects of reduced extraneous cognitive load on students' problem-solving performance are also discussed.
Journal: Computers in Human Behavior - COMPUT HUM BEHAV , vol. 25, no. 6, pp. 1355-1366, 2009
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