The Effects of Visualization Format and Spatial Ability on Learning Star Motions

Autor/inn/en	Wang, Tzu-Ling; Tseng, Yi-Kuan
Titel	The Effects of Visualization Format and Spatial Ability on Learning Star Motions
Quelle	In: Journal of Computer Assisted Learning, 36 (2020) 1, S.61-69 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Tzu-Ling)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12390
Schlagwörter	Teaching Methods; Computer Assisted Instruction; Spatial Ability; Science Achievement; Cognitive Ability; Visualization; Grade 5; Elementary School Students; Science Tests; Scientific Concepts; Astronomy; Material Development; Outcomes of Education; Course Content; Learning Processes; Correlation + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Computer based training; Computerunterstützter Unterricht; Räumliches Vorstellungsvermögen; Denkfähigkeit; Visualisation; Visualisierung; School year 05; 5. Schuljahr; Schuljahr 05; Astronomie; Lehrmaterialentwicklung; Lernleistung; Schulerfolg; Kursprogramm; Learning process; Lernprozess; Korrelation
Abstract	The purpose of this study was to investigate not only the effectiveness of dynamic versus static visualizations on learning star motions but also the influence of students' spatial abilities with these two types of visualizations on their learning. We assigned 155 fifth-grade students to either a dynamic or a static condition. We used a science achievement test to measure student learning outcomes by assessing knowledge acquisition. We classified students as having either a low or high spatial ability based on their test scores for primary mental abilities, specifically spatial relations. The results showed that dynamic visualizations were more effective than static visualizations for learning complex concepts involving star motions. Furthermore, learners' spatial abilities had a positive effect on their learning outcomes but did not moderate the effectiveness of dynamic versus static visualizations for learning in this domain. Our findings suggest that when designing instructional materials, the dynamic properties of visualizations should be aligned with the dynamic nature of the subject matter. We conclude that students' spatial abilities are beneficial to learning, especially when they are studying a complex domain that demands spatial changes and moving processes; therefore, our findings support the importance of assessing spatial ability in learning with visualizations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01