The Effect of Spatial Ability in Learning From Static and Dynamic Visualizations: A Moderation Analysis in 6-Year-Old Children

Frontiers in Psychology

article

Anis Ben Chikha¹  Aïmen Khacharem²  Khaled Trabelsi³  Nicola Luigi Bragazzi⁴ 

[1] Manouba University;Paris-East Créteil University;Research Laboratory: Education, High Institute of Sport and Physical Education of Sfax, University of Sfax;Laboratory for Industrial and Applied Mathematics, Department of Mathematics and Statistics, York University

关键词: multimedia learning;    spatial ability;    young children;    animation;    cognitive abilities;   

DOI  :  10.3389/fpsyg.2021.583968

学科分类：社会科学、人文和艺术（综合）

来源: Frontiers

【 摘 要 】

Previous studies with adult human participants revealed mixed effects regarding the relation between spatial ability and visual instructions. In this study, we investigated this question in primary young children, and particularly we explored how young children with varying levels of spatial abilities integrate information from both static and dynamic visualizations. Children ( M = 6.5 years) were instructed to rate their invested mental effort and reproduce the motor actions presented from static and dynamic 3D visualizations. The results indicated an interaction of spatial ability and type of visualization: high spatial ability children benefited particularly from the animation, while low spatial ability learners did not, confirming therefore the ability-as-enhancer hypothesis. The study suggests that an understanding of children spatial ability is essential to enhance learning from external visualizations.

【 授权许可】

CC BY