Field dependence–independence and instructional-design effects on learners’ performance with a computer-modeling tool

Angeli, C., Valanides, N., & Kirschner, P. A. (2009). Field dependence–independence and instructional-design effects on learners’ performance with a computer-modeling tool. Computers in Human Behavior, 25, 1355–1366.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 hundred and one primary student teachers were initially categorized into field dependent, field mixed, and field-independent learners based on their performance on the Hidden Figures Test, and were then randomly assigned to two experimental conditions. 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. Conclusions are drawn in terms of how the well-documented split-attention effect manifests itself irrespective of students’ field dependence-independence. Implications of the effects of reduced extraneous cognitive load on students’ problem-solving performance are also discussed

From gatekeeper to proto-online tutor: The role of parents in digital education

This paper presents a cross-national qualitative study examining the role of parents in digital education during the Covid-19 pandemic in five schools in each of four European countries—Cyprus, Ireland, Malta, and Northern Ireland. Unlike previous studies that largely document the unprepared transition to remote teaching during the first lockdown (March-June 2020), this research investigates how parents adapted to new roles, navigated complex circumstances, and maintained changes in their involvement in digital education during the subsequent lockdowns and reopening periods. The study also examines the impact of socio-economic status on parental engagement and the influence of school type on parental embrace of digital education. The findings indicate that while socio-economic status and school type have some impact, other factors such as access to resources, immigrant status, and language barriers play a significant role in parental engagement. Despite differences in educational systems and cultural contexts, similar challenges persisted across the countries. The paper argues for more context-sensitive strategies to enhance parental engagement in digital education