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

被引：3

作者：

Ben Chikha, Anis ^{[1
]}

Khacharem, Aimen ^{[2
]}

Trabelsi, Khaled ^{[3
]}

Bragazzi, Nicola Luigi ^{[4
]}

机构：

[1] Manouba Univ, ECOTIDI UR16ES10, Ksar Said, Tunis, Tunisia

[2] Paris East Creteil Univ, UFR SESS STAPS, LIRTES EA 7313, Creteil, France

[3] Univ Sfax, High Inst Sport & Phys Educ Sfax, Res Lab Educ Motricite Sport & Sante, EM2S,LR19JS01, Sfax, Tunisia

[4] York Univ, Dept Math & Stat, Lab Ind & Appl Math, Toronto, ON, Canada

来源：

FRONTIERS IN PSYCHOLOGY | 2021年 / 12卷

关键词：

multimedia learning; spatial ability; young children; animation; cognitive abilities; INSTRUCTIONAL ANIMATIONS; MENTAL ROTATION; MOTOR PROCESSES; INFORMATION; STRATEGIES; COMPUTER; PICTURES; SUPERIOR; ANATOMY; IMAGERY;

D O I：

10.3389/fpsyg.2021.583968

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

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.

引用

页数：8

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