Examining the Effects of Field Dependence-Independence on Learners’ Performance and Interaction With a Computer Modeling Tool Using Educational Data Mining Methods

• In Event: Roundtable Session 14
  In Roundtable Session: Theoretical and Empirical Investigations in Learning With Digital Tools

Abstract

The study investigated the problem-solving performance of 101 university students and their interactions with a computer modeling tool. Students were assigned to three groups of field-dependent (FD), field-mixed (FM), and field-independent (FI) learners, and were instructed to use Model-It® in order to solve a complex problem. The results showed that there were significant differences among the three groups of learners in terms of their problem-solving performance. Consequently, the study employed educational data mining methods in order to examine how FD and FI learners interacted with Model-It® in order to solve the problem. It was found that better performance in complex problem solving was associated with certain sequences FI learners employed in their computer interactions.

Authors

• Charoula M. Angeli, University of Cyprus

• Nicolaos C. Valanides, Frederick University