The Influence of Spatial Ability on the Use of Dynamic, Interactive Animation in a Spatial Problem-Solving Task (original) (raw)
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2000
24 students learned about a chemical process either from animation or static pictures taken from the animation at four crucial points. An aptitude-treatment interaction was obtained in which spatial ability plays a compensating role: Low-spatial ability students showed poor learning outcomes when learning from pictures while high-spatial students did not; when learning from animation, however, learning outcome was high
Exploring Spatial Visualization and Gender Among the 3D Computer Animation Undergraduates
Environment-Behaviour Proceedings Journal, 2020
The Deficits in Spatial Visualization may affect the performance of 3D Computer Animation among Multimedia undergraduates. Spatial Visualization can be observed as a unique type of intelligence distinguishable from other forms of intelligence, such as verbal ability and reasoning ability. Most students experienced difficulties in performing the complicated visualization task for creating 3D animation. Students whose spatial visualization skills are insufficient to complete the assignment will not be able to obtain good grades in the 3D computer animation course. The purpose of this research is to explore the relationship between Spatial Visualization, gender, and 3D Computer Animation performance amongst undergraduates. Keywords: Computer Animation; Spatial Visualization; Multimedia; eISSN: 2398-4287© 2020. The Authors. Published for AMER ABRA cE-Bsby e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/l...
Investigating the Influence of Spatial Thinking in Problem Solving
Spatial thinking has been acknowledged as an important interdisciplinary ability relevant to many aspects of everyday life, workplace, and science. Recently, researchers begun to explore the relation between spatial thinking and other high-level skills and its capacity to constitute a new approach to learning (learn-to-learn), differing from the more established auditory-sequential type of learning. The present paper explores whether spatial thinking is associated with another high-level cognitive skill: problem-solving. The aim is to design an experiment that will determine the relation (if any) between these skills. Eligible participants for this experiment are both males and females under 25 years old. The participants’ spatial thinking (including both small and large scale factors) and problem-solving skills (including analytic and interactive) will be estimated through various questionnaires, such as from the Spatial Thinking Ability Test (STAT), the Programme for International Student Assessment (PISA), and the Programme for the International Assessment of Adult Competencies (PIAAC Project). Regarding the statistical analysis of the results, firstly, the normality of the collected data will be calculated and depending on the results, the appropriate methods will be used to estimate the kind of correlation (positive or negative) between spatial thinking and problem-solving skills. Moreover, a stepwise multiple regression analysis will be conducted to determine the relative contribution of age and spatial thinking to problem-solving.
Learning from multimedia presentations: Facilitation function of animations and spatial abilities
Learning and Individual Differences, 2009
Animations may facilitate learning by providing external support for visual–spatial mental processing. Facilitation is challenged by findings that demonstrate involvement of spatial abilities in learning from animations, because this involvement indicates active internal visual–spatial processing. In the present study, learners attended to a system-paced multimedia presentation in which a verbal–auditory explanation was concurrently synchronized either with animation, with static core