ERIC Number: ED557384
Record Type: Non-Journal
Publication Date: 2014-Oct
Pages: 7
Abstractor: As Provided
ISBN: 978-989-8533-23-4
ISSN: N/A
EISSN: N/A
Available Date: N/A
Order Effects of Learning with Modeling and Simulation Software on Field-Dependent and Field-Independent Children's Cognitive Performance: An Interaction Effect
Angeli, Charoula; Valanides, Nicos; Polemitou, Eirini; Fraggoulidou, Elena
International Association for Development of the Information Society, Paper presented at the International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) (11th, Porto, Portugal, Oct 25-27, 2014)
The study examined the interaction between field dependence-independence (FD/I) and learning with modeling software and simulations, and their effect on children's 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. [For the complete proceedings, see ED557311.]
Descriptors: Cognitive Style, Computer Simulation, Models, Computer Uses in Education, Learning, Context Effect, Preschool Children, Preschool Education, Pretests Posttests, Computer Software, Academic Achievement
International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Embedded Figures Test
Grant or Contract Numbers: N/A
Author Affiliations: N/A