DSpace at Open Universiteit >
c. Learning & Cognition >
1. LC: Publications and Preprints >
Please use this identifier to cite or link to this item:
|Title: ||Field dependence–independence and instructional-design effects on learners’ performance with a computer-modeling tool|
|Authors: ||Angeli, Charoula|
Kirschner, Paul A.
|Keywords: ||Cognitive load|
|Issue Date: ||2009|
|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.|
|Description: ||Angeli, C., Valanides, N., & Kirschner, P. A. (2009). Field dependence–independence and instructional-design effects on learners’ performance with a computer-modeling tool. Computers in Human Behavior, 25, 1355–1366.|
|Appears in Collections:||1. LC: Publications and Preprints|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.