Instructional Design Effects, Field Dependence-Independence, and Problem Solving with a Computer Modeling Tool
Abstract: The study investigated the extent to which two types of instructional materials and learner field dependence-independence affected learners’ cognitive load, time spent on task, and problem-solving performance in a complex system with a computer modeling tool. One group received a static diagram and a textual description in a split format, and the second group received the same static diagram and textual description in an integrated format. MANOVA revealed that the split-format materials contributed to higher cognitive load, higher time spent on task, and lower problem-solving performance than the integrated-format materials. There was also an interaction effect, only in terms of students’ problem-solving performance, between field dependence-independence and instructional materials, indicating that the facilitating effect of the integrated-format materials was restricted to the field-independent learners.
Presider: Laurel Dyson, University of Technology, Sydney