Examining the Effects of Cognitive Style on Learners’ Performance and Interactivity With a Computer-Modeling Tool to Solve a Problem

• In Event: Exploring Pedagogical Engagements of In-Service and Preservice Teachers in Learning With Technologies

Abstract

Herein, the authors assumed a mixed-method research methodology in order to understand how 101 learners with different cognitive styles interacted with a computer-modeling tool to solve a problem. The study first discusses quantitative results on learners’ performance, and thereafter reports on qualitative findings about how field-dependent and field-independent learners interacted with Model-It to solve the problem. The results showed that field-independent learners outperformed all other learners in terms of their problem-solving performance. Also, field-dependent learners were more likely to interact poorly with the software than any other type of learners and appeared to be confused about how to systematically use the affordances of the software to solve the problem.

Authors

• Charoula M. Angeli, University of Cyprus

• Nicolaos C. Valanides, Frederick University