The relationships between field dependent/independent cognitive styles and information &amp; communication technologies based programs in gifted education

Üstünel, Hakan; Uçar, Erdem; Civelek, Turhan; Umut, İlhan

doi:10.14687/v12i2.3257

Cited by 4 publications

(2 citation statements)

References 15 publications

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“…This may be due to the small sample size or suboptimal classification of cognitive style. Therefore, we applied the modified classification of cognitive style that has been used for gifted students [ 45 ] and classified our participants accordingly. Using this modified classification, we found that all of the participants significantly gained knowledge and competence after the M-TEL course regardless of cognitive style.…”

Section: Discussionmentioning

confidence: 99%

Cognitive Style and Mobile E-Learning in Emergent Otorhinolaryngology-Head and Neck Surgery Disorders for Millennial Undergraduate Medical Students: Randomized Controlled Trial

Lee¹,

Chao²,

Huang³

et al. 2018

J Med Internet Res

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BackgroundElectronic learning (e-learning) through mobile technology represents a novel way to teach emergent otorhinolaryngology-head and neck surgery (ORL-HNS) disorders to undergraduate medical students. Whether a cognitive style of education combined with learning modules can impact learning outcomes and satisfaction in millennial medical students is unknown.ObjectiveThe aim of this study was to assess the impact of cognitive styles and learning modules using mobile e-learning on knowledge gain, competence gain, and satisfaction for emergent ORL-HNS disorders.MethodsThis randomized controlled trial included 60 undergraduate medical students who were novices in ORL-HNS at an academic teaching hospital. The cognitive style of the participants was assessed using the group embedded figures test. The students were randomly assigned (1:1) to a novel interactive multimedia (IM) group and conventional Microsoft PowerPoint show (PPS) group matched by age, sex, and cognitive style. The content for the gamified IM module was derived from and corresponded to the textbook-based learning material of the PPS module (video lectures). The participants were unblinded and used fully automated courseware containing the IM or PPS module on a 7-inch tablet for 100 min. Knowledge and competence were assessed using multiple-choice questions and multimedia situation tests, respectively. Each participant also rated their global satisfaction.ResultsAll of the participants (median age 23 years, range 22-26 years; 36 males and 24 females) received the intended intervention after randomization. Overall, the participants had significant gains in knowledge (median 50%, interquartile range [IQR]=17%-80%, P<.001) and competence (median 13%, IQR=0%-33%, P=.006). There were no significant differences in knowledge gain (40%, IQR=13%-76% vs 60%, IQR=20%-100%, P=.42) and competence gain (0%, IQR= −21% to 38% vs 25%, IQR=0%-33%, P=.16) between the IM and PPS groups. However, the IM group had a higher satisfaction score (8, IQR=6-9 vs 6, IQR=4-7, P=.01) compared with the PPS group. Using Friedman’s two-way nonparametric analysis of variance, cognitive styles (field-independent, field-intermediate, or field-dependent classification) and learning modules (IM or PPS) had significant effects on both knowledge gain (both adjusted P<.001) and satisfaction (both adjusted P<.001).ConclusionsMobile e-learning is an effective modality to improve knowledge of emergent ORL-HNS in millennial undergraduate medical students. Our findings suggest the necessity of developing various modules for undergraduate medical students with different cognitive styles.Trial RegistrationClinicaltrials.gov NCT02971735; https://clinicaltrials.gov/ct2/show/NCT02971735 (Archived by WebCite at http://www.webcitation.org/6waoOpCEV)

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Section: Discussionmentioning

confidence: 99%

Cognitive Style and Mobile E-Learning in Emergent Otorhinolaryngology-Head and Neck Surgery Disorders for Millennial Undergraduate Medical Students: Randomized Controlled Trial

Lee¹,

Chao²,

Huang³

et al. 2018

J Med Internet Res

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“…The Field Dependence – Independence (FDI) concept has been subject of extensive research for over 30 years and is a well-established construct for identifying individuals’ visuospatial and perceptual processing ability (Üstünel et al, 2015). Contrary to cognition, which refers to the individual’s performance capacity and is considered to be domain-specific, cognitive learning style describes relatively stable approaches of a learner toward a learning task across a range of different domains (Kahtz and Kling, 1999) After all, cognition refers to the mental ability of acquiring information, storing it and processing it to generate new knowledge.…”

Section: Introductionmentioning

confidence: 99%

Assessing Field Dependence–Independence Cognitive Abilities Through EEG-Based Bistable Perception Processing

Farmaki

Sakkalis

Loesche

et al. 2019

Front. Hum. Neurosci.

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Field Dependence–Independence (FDI) is a widely studied dimension of cognitive styles designed to measure an individual’s ability to identify embedded parts of an organized visual field as entities separate from that given field. The research aims to determine whether the brain activity features that are considered to be perceptual switching indicators could serve as robust features, differentiating Field-Dependent (FD) from Field-Independent (FI) participants. Previous research suggests that various features derived from event related potentials (ERP) and frequency features are associated with the perceptual reversal occurring during the observation of a bistable image. In this study, we combined these features in the context of a different experimental scheme using ambiguous and unambiguous stimuli during participants’ perceptual observations. We assessed the participants’ FD-I classification with the use of the Hidden Figures Test (HFT). Results show that the peak amplitude of the frontoparietal positivity, the late positive deflection in frontal and parietal areas, is higher for the FD group at specific locations of the left lobe, whereas it occurs later for the FD group at the central and occipital electrodes. Additionally, the FD group exhibits higher levels of gamma power before stimulus onset at channel TP10 and higher gamma power during reversal at the right centroparietal electrodes (T8, CP6, and TP10). The peak amplitude of the reversal positivity, the positive deflection during the reversal, is higher for the FD group at the rear right lobe (P4).

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Cognitive Style and Mobile E-Learning in Emergent Otorhinolaryngology-Head and Neck Surgery Disorders for Millennial Undergraduate Medical Students: Randomized Controlled Trial

Lee¹,

Chao²,

Huang³

et al. 2017

Preprint

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I.e does the title contain the phrase "Randomized Controlled Trial"? (if not, explain the reason under "other") yes Other: 1a-i) Identify the mode of delivery in the title Identify the mode of delivery. Preferably use "web-based" and/or "mobile" and/or "electronic game" in the title. Avoid ambiguous terms like "online", "virtual", "interactive". Use "Internet-based" only if Intervention includes non-web-based Internet components (e.g. email), use "computer-based" or "electronic" only if o ine products are used. Use "virtual" only in the context of "virtual reality" (3-D worlds). Use "online" only in the context of "online support groups". Complement or substitute product names with broader terms for the class of products (such as "mobile" or "smart phone" instead of "iphone"), especially if the application runs on different platforms.

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The relationships between field dependent/independent cognitive styles and information & communication technologies based programs in gifted education

Cited by 4 publications

References 15 publications

Cognitive Style and Mobile E-Learning in Emergent Otorhinolaryngology-Head and Neck Surgery Disorders for Millennial Undergraduate Medical Students: Randomized Controlled Trial

Cognitive Style and Mobile E-Learning in Emergent Otorhinolaryngology-Head and Neck Surgery Disorders for Millennial Undergraduate Medical Students: Randomized Controlled Trial

Assessing Field Dependence–Independence Cognitive Abilities Through EEG-Based Bistable Perception Processing

Cognitive Style and Mobile E-Learning in Emergent Otorhinolaryngology-Head and Neck Surgery Disorders for Millennial Undergraduate Medical Students: Randomized Controlled Trial

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