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ERIC Number: ED557384
Record Type: Non-Journal
Publication Date: 2014-Oct
Pages: 7
Abstractor: As Provided
Reference Count: 36
ISBN: 978-989-8533-23-4
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.]
International Association for the Development of the Information Society. e-mail:; Web site:
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