You are here:

Order Effects of Learning with Modeling and Simulation Software on Field-Dependent and Field-Independent Children's Cognitive Performance: An Interaction Effect
PROCEEDINGS

, , ,

International Conference on Cognition and Exploratory Learning in Digital Age (CELDA),

Abstract

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.]

Citation

Angeli, C., Valanides, N., Polemitou, E. & Fraggoulidou, E. (2014). Order Effects of Learning with Modeling and Simulation Software on Field-Dependent and Field-Independent Children's Cognitive Performance: An Interaction Effect. Presented at International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) 2014. Retrieved January 21, 2020 from .

This record was imported from ERIC on November 3, 2015. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

References

View References & Citations Map

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References