Examining the Effects of Text-Only and Text-and-Visual Instructional Materials on the Achievement of Field-Dependent and Field-Independent Learner During Problem-Solving with Modeling Software
ARTICLE
Charoula Angeli, Nicos Valanides
Educational Technology Research and Development Volume 52, Number 4, ISSN 1042-1629
Abstract
Sixty-five undergraduates were classified into field-dependent, field-mixed, and field-independent learners, and were randomly assigned to two groups: text-only and text-and-visual. Participants in the text-only group received a description of a model in textual format, whereas participants in the other group received the same description in textual-and-visual format. Participants were then asked to individually explore a computer model, test hypotheses, and solve a problem related to immigration policies. Their problem-solving performance was analyzed using a 3 * 2 analysis of variance (ANOVA). Results showed that the text-and-visual group outperformed the text-only group, that performance was significantly related to field-dependence-independence, and that there was a significant interaction effect. Specifically, field-independent learners in the text-and-visual group outperformed field-dependent and field-mixed learners in both groups, and field-independent learners in the text-only group. The findings indicate that adding visuals to textual explanations can enhance understanding, and that the functional role of visuals depends on cognitive differences.
Citation
Angeli, C. & Valanides, N. (2004). Examining the Effects of Text-Only and Text-and-Visual Instructional Materials on the Achievement of Field-Dependent and Field-Independent Learner During Problem-Solving with Modeling Software. Educational Technology Research and Development, 52(4), 23-36. Retrieved March 28, 2024 from https://www.learntechlib.org/p/67690/.
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Cited By
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Order Effects of Learning with Modeling and Simulation Software on Field-Dependent and Field-Independent Children's Cognitive Performance: An Interaction Effect
Charoula Angeli, Nicos Valanides, Eirini Polemitou & Elena Fraggoulidou
International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) 2014 (October 2014)
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Instructional Design Effects, Field Dependence-Independence, and Problem Solving with a Computer Modeling Tool
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EdMedia + Innovate Learning 2011 (Jun 27, 2011) pp. 3379–3387
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Use Multimedia to Facilitate Schema Induced Analogical Reasoning in Science Learning
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