Gaming, Cognitive Style, and Feedback in the Achievement of Learning Objectives

2011 ◽  
pp. 416-448 ◽  
Author(s):  
Brian Cameron
Keyword(s):  
Information Processing ◽  
Individual Differences ◽  
Cognitive Style ◽  
Learning Objectives ◽  
Effective Strategy ◽  
Independent Field ◽  
Field Independent ◽  
Field Dependent ◽  
Computer Based ◽  
Instructional Gaming

Research has indicated that the depth of information processing is influenced by the type and intensity of rehearsal methods. However, an efficient and effective strategy for employing feedback in online and computer-based educational gaming environments has yet to be determined. In addition, individual differences, such as cognitive style, have been given little consideration in instructional gaming research. This chapter empirically investigates the effect of using selected types of feedback (knowledge of response and elaborative) and gaming methods on delayed retention. The investigation also examines if a relationship exists between the cognitive style (field independent / field dependent) of the learner and the use of instructional gaming, using different forms of feedback.

scholarly journals Analysis of Mathematics Literation Capability in Cube and Beam Materials on Mts Students Reviewed from Dependent and Independent Field Kognitiffield Style

2019 ◽  
Author(s):  
YL Sukestiyarno and Mellawaty .
Keyword(s):  
Qualitative Research ◽  
Cognitive Style ◽  
Cognitive Styles ◽  
Literacy Skills ◽  
Mathematical Literacy ◽  
Independent Field ◽  
Field Independent ◽  
Field Dependent ◽  
Class Viii ◽  
The Right

This research is a descriptive qualitative research which aims to describe the mathematical literacy skills of the material of cubes and beams of class VIII A students at MTsN 2 Indramayu that it be seen in terms of cognitive styles of dependent fields and independent fields. Data will be whereas to describe the ability of mathematical literacy using observation; interview test; documentation. Data from this study were analyzed using Miles and Huberman (2007) data analysis which consisted of data reduction,datapresentation,andconclusiondrawing.Theresultsofthisstudyindicate that students in the Field Dependent cognitive style use the concept and the steps of the test work are still not appropriate. While students in Field Independent cognitive style use the right concepts and work steps. The advice given is that the teacher should provide balanced proportions in giving individual and group assignments to students (more conical).

scholarly journals Analisis Kemampuan Pemecahan Masalah Matematika Siswa Berdasarkan Teori APOS (Action, Process, Object, Schema) Ditinjau dari Gaya Kognitif Field Dependent dan Field Independent

2021 ◽  
Vol 1 (1) ◽  
pp. 51
Author(s):  
Mochamad Jazim ◽  
Dinawati Trapsilasiwi ◽  
Randi Pratama Murtikusuma ◽  
Arifiatun Arifiatun
Keyword(s):  
Problem Solving ◽  
Cognitive Style ◽  
Mathematical Problem ◽  
Research Subjects ◽  
Ability Test ◽  
Process Stage ◽  
Independent Field ◽  
Field Independent ◽  
Field Dependent ◽  
Mathematical Problems

This study aims to describe and analyze students' mathematical problem solving abilities based on theory of APOS (Action, Peocess, Object, Schema) in terms of Field Dependent and Field Independent Cognitive Style. It is descriptive research with qualitative approach. The research subjects are 34 students in class XI MIPA 1 SMA Nurul Islam Jember, they are grouped on cognitive style, they are 24 students having field independent cognitive style and 10 students having field dependent cognitive style. The method of data collection use a GEFT (Group Embedded Figure Test), test of problem solving abilities, , and interviews. The results of the data analysis of the problem solving ability test and interviews showed that at the action stage, students with the independent field cognitive style (FI) tended to be able to explain the meaning and information on the questions even though they did not write down what they knew. Students with the field dependent cognitive style (FD) tend to be able to write down the information contained in the questions, but have difficulty explaining the meaning of the questions. At the process stage, FI and FD students are able to model and explain the stages well, but FD still has errors in the resulting mathematical model. At the object stage, FI students tend to work on questions freely, while FD students tend to work on questions in detail or are fixated on completely arranged steps, FD students also have difficulty in explaining back the results of their work. At the schema stage, FI and FD students tend to be able to explain how to use the information contained at the object stage to be used at the schema stage. In general, students with a field independent cognitive style in solving mathematical problems tend to be free or not fixated on complete and detailed steps, and have an analytical nature, so they are able to sort out the important information contained in the questions. Students with a field dependent cognitive style in solving math problems tend to be bound or fixated with steps that are arranged in a complete and detailed manner. Keywords: mathematics problem solving, APOS theory, cognitive style

Field Dependence and the Role of Visual Frameworks in the Perception of Size

Perception ◽  
1977 ◽  
Vol 6 (6) ◽  
pp. 661-666 ◽  
Author(s):  
Eric Sigman ◽  
Philip K Oltman
Keyword(s):  
Individual Differences ◽  
Cognitive Style ◽  
Field Dependence ◽  
Large Range ◽  
Apparent Size ◽  
Target Figure ◽  
Field Independent ◽  
Field Dependent

The extent to which apparent size is relationally determined has been studied by Rock and Ebenholtz and by Wenderoth, who came to widely differing conclusions as to the magnitude of this phenomenon. In both studies, a large range of individual differences was observed. In the present study, an attempt was made to account for variations in the influence of visual contexts on the perception of size by relating them to the cognitive style dimension of field dependence/independence. In two situations, relatively field-dependent observers made size judgments which were influenced by a frame surrounding the target figure, while relatively field-independent observers tended to be less influenced by the frame, making their judgments approximate the retinal size of the target. The results suggest that assessment of the magnitude of the relational determination of apparent size must consider the cognitive style of the observers as well as situational variations.

scholarly journals Students' Relational Thinking in Solving Word Problem Based Cognitive Style

2019 ◽  
Vol 2 (1) ◽  
pp. 37
Author(s):  
Akhmad Syaiful Bahri ◽  
Agung Lukito ◽  
Masriyah Masriyah
Keyword(s):  
Cognitive Style ◽  
Word Problem ◽  
School Students ◽  
Relational Thinking ◽  
Embedded Figures Test ◽  
Subject Selection ◽  
Independent Field ◽  
Field Independent ◽  
Field Dependent ◽  
Arithmetic Word Problem

This study is motivated by students' low relational thinking ability. Relational thinking is one of the interesting problems in mathematics education. In this study will be examined the ability of relational thinking field-dependent and independent students in solving the arithmetic word problem. The method used in this study is qualitative descriptive. This research was conducted on 7th-grade of junior school students of Surabaya. The subjects of this study were 1 student who had a field-independent cognitive style and 1 student who had a field-dependent cognitive style. The data of the students' relational thinking process is obtained through the results of solving arithmetic word problem and interviews. Subject selection is done using instrument group embedded figures test. The results of the research showed that students with cognitive field-dependent experiences had difficulties in thinking and have not been able to establish the relationship between information elements and previous knowledge to solve problems. Whereas students with independent field cognitive styles were capable of relational thinking, namely by building interrelationships between elements of information and prior knowledge and knowledge of the properties of structure to solve problems.

Cognitive Style FD/I: An Important Learner Characteristic for Educational Technologists

1993 ◽  
Vol 21 (4) ◽  
pp. 303-311 ◽  
Author(s):  
Chris A. Chinien ◽  
France Boutin
Keyword(s):  
Instructional Design ◽  
Individual Differences ◽  
Cognitive Style ◽  
Design Process ◽  
Learning Gain ◽  
Instructional Design Process ◽  
Field Independent ◽  
Field Dependent ◽  
Dependent Field ◽  
Typical Mode

The cognitive style field-dependent/field-independent (FD/FI) which represents the learners' typical mode of gaining, storing, processing and using information, accounts for considerable variations in achievement among learners. Accommodating this cognitive style construct in the instructional design process may narrow the differental learning gain between FD and FI learners. The purpose of this article is to review the literature on the cognitive style FD/FI and to suggest some implications for educational technologists in their efforts to address individual differences among learners during the instructional design process.

Komparasi Kemampuan Penalaran matematis mahasiswa ditinjau dari Gaya Kognitif

2020 ◽  
Vol 2 (2) ◽  
pp. 142-153
Author(s):  
Farah Heniati Santosa ◽  
Habib Ratu Perwira Negara ◽  
Indrawati ◽  
Samsul Bahri ◽  
Samsuriadi
Keyword(s):  
Cognitive Style ◽  
Mathematical Reasoning ◽  
Cognitive Styles ◽  
First Semester ◽  
Reasoning Abilities ◽  
Independent Field ◽  
Field Independent ◽  
Field Dependent ◽  
Quasi Experiment

This study aims to obtain a picture of the achievement of mathematical reasoning abilities of students who obtain PBL learning in terms of cognitive fields dependent and field independent. This research is a quasi-experiment involving 97 first semester students. Analysis of the study used one way ANAVA. The research instruments were cognitive style tests and mathematical reasoning abilities tests. The results of the study concluded that there are differences in students' mathematical reasoning abilities that have field dependent and field independent cognitive styles, that is, students with independent field cognitive styles have better mathematical reasoning abilities compared to students with field dependent cognitive styles.

scholarly journals PROFIL PEMAHAMAN KONSEP MATEMATIKA DITINJAU DARI GAYA KOGNITIF FIELD INDEPENDENT (FI) DAN FIELD DEPENDENT (FD)

Aksioma ◽  
2019 ◽  
Vol 8 (2) ◽  
pp. 137-150
Author(s):  
Ni Hayah ◽  
Bakri Mallo ◽  
I Nyoman Murdiana
Keyword(s):  
Parabolic Equation ◽  
Cognitive Style ◽  
Parabolic Equations ◽  
Parabolic Element ◽  
Mathematical Concepts ◽  
Independent Field ◽  
Field Independent ◽  
Field Dependent ◽  
The Subject ◽  
The Right

abstrak: Penelitian ini bertujuan untuk mendeskripsikan pemahaman konsep matematika siswa kelas XI SMA Negeri 2 Dampelas dalam menyelesaikan soal pada subpokok bahasan parabola ditinjau dari gaya kognitif Field Independent (FI) dan Field Dependent (FD). Jenis penelitian ini adalah penelitian kualitatif. Subjek dalam penelitian ini terdiri dari satu siswa yang bergaya kognitif FI dan satu siswa yang bergaya kognitif FD. Hasil dari penelitian ini yaitu saat menyajikan masalah, subjek FI dan FD menuliskan hal-hal yang diketahui dan ditanyakan. Selanjutnya dalam mengklasifikasi unsur-unsur parabola, subjek FI mengelompokkan unsur-unsur parabola menurut bentuk parabolanya yaitu parabola horizontal terbuka ke kanan. Kemudian dalam memberi contoh dan non-contoh pada setiap unsur-unsur parabola, subjek FI memberikan contoh dan non-contoh dari setiap unsur-unsur parabola yang diberikan. Kemudian menyajikan masalah persamaan parabola dalam representasi matematis, subjek FI dan subjek FD menyajikan persamaan parabola kedalam bentuk persamaan umum parabola. Kemudian menggunakan, memanfaatkan dan memilih prosedur tertentu dalam menentukan persamaan parabola, subjek FI menggunakan dan memilih persamaan umum parabola horizontal dan subjek FD menggunakan persamaan umum parabola walaupun subjek tidak mengetahui jenis persamaan umum parabola yang digunakan. Kemudian subjek FI menjelaskan kembali prosedur yang digunakan serta memberikan alasannya dengan menggunakan bahasanya sendiri dan subjek FD menjelaskan kembali prosedur yang digunakan walaupun dalam proses penyelesaiannya siswa belum memahami dengan baik langkah-langkah yang harus digunakan. Kata Kunci: Profil; Pemahaman konsep matematika; Parabola; abstract: This study aims to describe the understanding of mathematical concepts of class XI students of SMA 2 Dampelas in solving problems on the subject of the parabolic discussion reviewed from cognitive style of the Independent Field (FI) and Field Dependent (FD). This type of research is qualitative research. The subjects in this study consisted of one student who was in the cognitive style of FI and one student in the cognitive style of FD. The results of this study are when presenting a problem, FI and FD subject write things that are known and asked. Furthermore, in classifying parabolic elements, FI subjects classify parabolic elements according to their parabolic forms, namely horizontal parabola open to the right. Then in giving examples and non-examples of each parabolic element, the FI subject gives examples and non-examples of each parabolic element given. Then presenting the problem of parabolic equations in mathematical representations, the subject FI and subject FD present the parabolic equation in the form of a general parabolic equation. Then using, utilizing and selecting a particular procedure in determining the parabolic equation, FI subject uses and selects the general horizontal parabolic equation and the FD subject uses the general parabolic equation even though the subject does not know the type of general parabolic equation used. Then the FI subject explains the procedure used again and gives the reason using its own language and the FD subject explains the procedure used even though in the process of completion students do not understand the steps that must be used properly.   Keywords: Profile; Understanding of mathematical concepts; Parabolic

scholarly journals ANALISIS KESALAHAN SISWA DALAM MENYELESAIKAN SOAL CERITA PADA MATERI PROGRAM LINEAR DITINJAU DARI GAYA KOGNITIF SISWA

2018 ◽  
Vol 1 (1) ◽  
pp. 16
Author(s):  
Astri Andriyani
Keyword(s):  
Cognitive Style ◽  
Cognitive Styles ◽  
Linear Program ◽  
Descriptive Research ◽  
Independent Field ◽  
Field Independent ◽  
Field Dependent ◽  
Qualitative Descriptive ◽  
The Subject

Abstrak: Penelitian ini adalah penelitian deskriptif kualitatif. Penelitian ini bertujuan untuk mengetahui kesalahan-kesalahan yang dilakukan siswa kelas XI SMA Negeri 1 Pabelan dengan gaya kognitif field independent, field independent semi, field dependent semi , dan field dependent dalam menyelesaikan soal cerita Program Linear. Gaya kognitif diukur dengan menggunakan tes GEFT. Subjek dalam penelitian ini adalah  siswa dengan gaya kognitif FI, FIS, FDS, dan FD. Berdasarkan hasil tes dan wawancara diketahui bahwa subjek FI melakukan kesalahan teknik, subjek FIS melakukan kesalahan teknik dan konseptual, subjek FDS melakukan kesalahan konseptual dan prosedural, dan subjek FD melakukan kesalahan kesalahan konseptual, prosedural, dan teknik Abstract:  This is a qualitative descriptive research. The purpose of the research is to know the faults of eleventh grade students of SMA N 1 Pabelan in solving /finishing story questions of linear program using cognitive styles field independent, field independent semi, field dependent semi , and field dependent cognitive styles is measured by GEFT. The subject of this research is the student with FI cognitive style, FIS, FDS, and FD. Based on the result of test and interview, the subject of FI did technique fault, FIS subject did technique and conceptual fauld, FDS subject did conceptual and procedural fauld, and FD subject did conceptual, procedural, and technique fauld

scholarly journals The Effects of Field Independent/Field Dependent Cognitive Styles on Incidental Vocabulary Acquisition under Reading Task

2018 ◽  
Vol 8 (7) ◽  
pp. 813 ◽  
Author(s):  
Haiying Wu
Keyword(s):  
Cognitive Style ◽  
Vocabulary Acquisition ◽  
Vocabulary Knowledge ◽  
Reading Task ◽  
Vocabulary Building ◽  
Independent Field ◽  
Field Independent ◽  
Incidental Vocabulary ◽  
Field Dependent ◽  
Incidental Vocabulary Acquisition

The present study undertook an empirical study to investigate the effects of field independent/field dependent (FI/FD) cognitive style on incidental vocabulary acquisition from the perspective of reading task. The results show that the participants in both groups acquired the vocabulary knowledge incidentally, whether tasks were arranged or not. Besides, their FI/FD cognitive style had a significantly positive correlation with their outcomes of IVA. Moreover, when fulfilling the same tasks, the participants with FI cognitive style preference acquired relatively more vocabulary knowledge than that acquired by FD participants. The study offers some suggestions for learners in second language vocabulary building. Meanwhile, as for the pedagogical implications, language educators and teachers are informed that different cognitive style preferences must be highly considered for effective vocabulary teaching.

Effects of Cooperative Tutoring on Academic Performance

1994 ◽  
Vol 23 (1) ◽  
pp. 13-25 ◽  
Author(s):  
Godfrey Franklin ◽  
Ray Griffin ◽  
Nancy Perry
Keyword(s):  
Academic Performance ◽  
Cognitive Style ◽  
Student Performance ◽  
Control Group ◽  
Learning Groups ◽  
Embedded Figures Test ◽  
Independent Field ◽  
Field Independent ◽  
Field Dependent ◽  
Experimental Subjects

Experimental subjects were assigned to study in groups based on their cognitive style as measured by the Group Embedded Figures Test (GEFT). Whyte, Knirk, Casey and Willard found that when computer-based instruction is used, enhanced academic performance resulted from cooperative learning groups consisting of field independent and mixed (field independent, field dependent) students [1]. However, they found that lower academic performance results from learning groups consisting only of field dependent learners. In another study Dwyer and Moore reported that field independent students performed more efficiently on a series of visually and verbally oriented tests than did field department subjects [2]. Experimental subjects scoring above average on the GEFT were designated field independent. Subjects scoring below the GEFT mean were identified as field dependent. Subjects were assigned to one of three groups (field independent, field dependent, and mixed, i.e., both field independent and field dependent). A group of controls received the identical instruction as that of the experimental students but did not participate in any cooperative tutoring. Instead, control group subjects were directed to study independently. Experimental and control student performance was compared on a series of multiple choice exams. Results indicated enhanced performance for the peer tutoring subjects. There was no evidence of improved performance resulting from group assignment based on cognitive style.

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