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

A counterbalanced measures design was used to examine whether the order of learning with a glass-box simulation about the life cycle of butterflies, and, a black-box simulation about the life of bees, differentially affected field-dependent and field-independent children's performance on two related knowledge tests. The children aged from 5 to 6.5 years old were classified into a field type based on their Children's Embedded Figures Test scores. Subsequently, they were assigned into Group A and Group B. Group A learned first with the glass-box simulation followed by the black-box simulation, while Group B used the tools in the reverse order. A statistically significant interaction effect was found between field type and order of learning with the simulations on the butterfly post-test performance, showing that learning first with the black-box simulation facilitated field-dependent children's subsequent learning with the glass-box simulation. The results tap on the issue about whether field dependence-independence is a cognitive ability or cognitive style, and the issue of the malleability of cognitive styles as well. Implications and future research directions are discussed.