An interaction effect between young children's field dependence-independence and order of learning with glass-box and black-box simulations: Evidence for the malleability of cognitive style in computer-supported learning
作者：
Highlights：
• The study examined order effects of learning with glass and black-box simulations.
• Children's field dependence-independence (FD/FI) was used as a classifying variable.
• The study used a counterbalanced measures design.
• An interaction effect was found between order of tools and learners' field type.
• FD learners performed best when they learned first with a black-box simulation.
摘要
•The study examined order effects of learning with glass and black-box simulations.•Children's field dependence-independence (FD/FI) was used as a classifying variable.•The study used a counterbalanced measures design.•An interaction effect was found between order of tools and learners' field type.•FD learners performed best when they learned first with a black-box simulation.
论文关键词：Black-box simulation,Cognitive style,Field dependence-independence,Glass-box simulation,Malleability of cognitive styles
论文评审过程：Received 30 December 2015, Revised 17 March 2016, Accepted 19 March 2016, Available online 28 March 2016, Version of Record 28 March 2016.
论文官网地址：https://doi.org/10.1016/j.chb.2016.03.060
