Examining the effects of text-only and text-and-visual instructional materials on the achievement of field-dependent and field-independent learners during problem-solving with modeling software

Angeli, Charoula; Valanides, Nicos

doi:10.1007/bf02504715

Cited by 57 publications

(38 citation statements)

References 33 publications

(27 reference statements)

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“…According to Rittschof (in press), cognitive load theory's emphasis on working-memory capacity represents a potential connection between the theory and FD/I studies, particularly those involving visuospatial materials. Another potential connection between cognitive load theory and FD/I studies is the very fact that they are both related with instructional materials; that is, cognitive load theory is directly related with the presentation of instructional materials (Sweller, van Merrienboer, & Paas, 1998), whereas FD/I studies are related with the ways learners abstract and process information from instruc-tional materials (Angeli & Valanides, 2004;Reiff, 1996;Snowman & Biehler, 2003).…”

Section: Field Dependence-independence and Cognitive Load Theorymentioning

confidence: 99%

“…Students' average performance on the HFT was 13.89 (SD = 6.52). The cut-off scores were decided taking into consideration how other researchers determined the cut-off scores in their own research (Angeli & Valanides, 2004;Chen & Macredie, 2004;Daniels & Moore, 2000;Khine, 1996), so that meaningful comparisons of results across studies could be made. There are however small deviations in the cut-off scores adopted by the different researchers working in this area.…”

Section: Research Design and Proceduresmentioning

confidence: 99%

“…In related previous research, the authors of the present study examined the effects of supporting students' performance in a complex system with a computer-modeling tool, using textual explanations for one group of students, and textual and visual explanations for another group (Angeli & Valanides, 2004). In the textual and visual explanations group, the model was decomposed into four smaller diagrams of the same form, which were presented gradually along with their corresponding descriptions in alternate form (i.e., diagram, text, diagram, text, etc.).…”

Section: Introductionmentioning

confidence: 99%

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

Angeli

Valanides

Kirschner

2009

Computers in Human Behavior

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Section: Field Dependence-independence and Cognitive Load Theorymentioning

confidence: 99%

Section: Research Design and Proceduresmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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

Angeli

Valanides

Kirschner

2009

Computers in Human Behavior

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“…Muchos de estos trabajos se han centrado en la dimensión de estilo cognitivo de dependencia-independencia de campo. En general, los trabajos muestran diferencias muy significativas entre los grupos de estilo cognitivo en relación con su habilidad para seguir caminos no lineales de exploración del ambiente (Durfresne y Turcotte, 1997; Reed y Oughton, 1997), el grado de control requerido por el aprendiz (Yoon, 1994), las estrategias seguidas de navegación en el hiperespacio (Ford y Chen, 2000;Liu y Reed, 1995), la forma preferida de recibir la información (Angeli y Valanides, 2004) y el grado de concordancia entre el estilo del aprendiz y las estrategias pedagógicas que se suponen más efectivas para cada estilo (Ford, 1995;Ford y Chen, 2001). La consolidación de estos trabajos ha permitido llegar hasta la propuesta de un modelo de aprendizaje que ilustra las características distintivas de los sujetos independientes y dependientes de campo frente a los sistemas hipermediales (Chen y Macredie, 2002), modelo que ya ha sido puesto a prueba y confirmado (Lee et al, 2010).…”

Section: Hacia Una Prospectiva De La Investigación En Estilística Eduunclassified

Estilística educativa

Martínez

2013

Rev. Colomb. Educ.

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Estilística educativa, estilo cognitivo, estilo de aprendizaje, estilo de enseñanza, investigación. ResumenEl artículo es una revisión teórica que explora el potencial de la estilística educativa, como campo de investigación, desde dos perspectivas: 1) con el análisis de la presencia del concepto de estilo como tema o problema de investigación educativa en los últimos años en el ámbito latinoamericano, y 2) mediante la identificación de las líneas de investigación educativa relacionada con el concepto de estilo que poseen mayor proyección futura en la región. En el primer caso, se presentan los resultados de un estudio bibliométrico realizado a partir de bases de datos de alcance regional. Para el segundo, se proponen reseñas temáticas que destacan la dirección de la investigación sobre estilos en las cuatro áreas que poseen mayor desarrollo reciente: los entornos virtuales o a distancia, los estilos de enseñanza (docencia), el examen de intervenciones educativas y la discapacidad. AbstractThis paper is a theoretical analysis that explores the potential of educational stylistics, as a research field, from two points of view: 1) by means of the analysis of the presence of the concept of style as topic or problem of educational research in recent years in Latin -America and 2) by means of the identification of the main research thresholds, related to the concept of style, which have the most future potential in the region. In the first case, a bibliometric analysis, based on regional research data bases, is presented. In the second case, thematic reviews are done on the four main fields of research about styles: virtual or distance education, teaching, educational programs testing and discapacity. ResumoO artigo é uma revisão teórica que explora o potencial da estilística educativa, como área de pesquisa desde duas perspectivas: 1) com a análise da presença do conceito de estilo como tópico ou problema de pesquisa educativa nos últimos anos no âmbito latino-americano, e 2) por meio da identificação das linhas de pesquisa relacionadas com o conceito de estilo que têm maior projeção futura na região. No primeiro caso, apresentam-se os resultados de um estudo bibliométri-co feito a partir de bases de dados de alcance regional. Para o segundo, propõem-se resenhas temáticas que destacam a direção da pesquisa sobre estilos nas quatro áreas que têm maior desenvolvimento recente: os entornos virtuais, os estilos de ensino, o exame de intervenções educativas e a deficiência.

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“…The literature already offers a range of recommendations for the first group of interface design factors, also known as content development standards, concerning issues such as the design of Web interface (Rollins 2002), texts (Ardac and Unal 2008;Bullock, Geraci, and Bear 2003;Ipek 2001;Lee 1999;Qureshi 2004;PomalesGarcia and Liu, 2006) multimedia applications such as graphics (Angeli and Valanides, 2006;Jennings 2001;Qureshi 2004;Swan 2001), animations, video files, and colours (Angeli and Valanides 2006;Bhowmick et al 2007;Bullock, Geraci, and Bear 2003;Ipek 2001;Jones 2002;Paul 2001;Qureshi 2004), practical exercises and illustrative examples (Jennings 2001;Paul 2001). We already know that animations should be designed to be interactive, complementary, and supportive to the text documents (Bullock, Geraci, and Bear 2003;Ipek 2001), but that the excessive usage of graphics and animations may distract the attention of the students from the course (Ipek 2001).…”

Section: Introductionmentioning

confidence: 99%

A comparative analysis of the effects of instructional design factors on student success in e-learning: multiple-regression versus neural networks

Cebeci¹,

Yazg̈an²,

Geyik³

2009

Research in Learning Technology

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This study explores the relationship between the student performance and instructional design. The research was conducted at the E-Learning School at a university in Turkey. A list of design factors that had potential influence on student success was created through a review of the literature and interviews with relevant experts. From this, the five most import design factors were chosen. The experts scored 25 university courses on the extent to which they demonstrated the chosen design factors. Multiple-regression and supervised artificial neural network (ANN) models were used to examine the relationship between student grade point averages and the scores on the five design factors. The results indicated that there is no statistical difference between the two models. Both models identified the use of examples and applications as the most influential factor. The ANN model provided more information and was used to predict the course-specific factor values required for a desired level of success.Keywords: e-learning; distance education; instructional design factors; multimedia systems; artificial neural networks IntroductionFor the past few decades, we have witnessed the widespread application of technological developments in the educational systems. The integration of education technologies with communication technologies introduced e-learning as an alternative or complementary approach for the traditional education methods that are subject to time and location constraints. The necessity of having easier access to a wider range of information, coupled with the demand for effective and low cost education, paved the way for the increased use of the Internet in learning environments. One of the challenging problems that society has been facing is the need to improve the quality of e-learning systems.A number of studies have been conducted to gain a better understanding of the factors that affect the success of e-learning systems and the interrelations of these factors. The literature can be categorised into three main groups, namely, student and instructor characteristics

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Examining the effects of text-only and text-and-visual instructional materials on the achievement of field-dependent and field-independent learners during problem-solving with modeling software

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

Cited by 57 publications

References 33 publications

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

Estilística educativa

A comparative analysis of the effects of instructional design factors on student success in e-learning: multiple-regression versus neural networks

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