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Impact of dynamic graphics on mental rotation of 3D objects with undergraduate students of varying levels of spatial ability.

机译：动态图形对具有不同水平能力的本科生的3D对象的心理旋转的影响。

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摘要

The purpose of this study was to investigate the impact of dynamic graphics on mental rotation of 3D objects with undergraduate students of varying levels of spatial ability. Used in this study was a 3 X 3 factorial, true experimental design with an immediate and delayed posttest. A sample of 272 undergraduate students from a Midwestern university participated in this study. The participants in the study had their spatial ability measured by a prior knowledge stratifying pretest and then were randomly assigned to one of three instructional strategies. The experimental groups received instruction with interactive 3D (I3D) animation or instruction with video, while the control groups received instruction with static graphics.;No significant differences in participant's immediate posttest scores were found between the different instructional strategies when comparing the static graphics and text (SGT) group, I3D group and video (V) group. It was observed that the participants in the I3D instruction scored higher than the participants in the SGT and V instruction. When comparing each of the instructional strategies subdivided by spatial ability, no significant differences were found. Participants of high spatial ability in the I3D condition scored higher than participants in the SGT and high spatial ability (HSA) groups. Participants of medium spatial ability (MSA) in the I3D condition scored higher than participants in the V and SGT medium spatial ability groups. Participants of low spatial ability in the SGT condition scored higher than participants in the V and I3D low spatial ability (LSA) groups.;No significant differences in participant's delayed posttest scores were found between the different instructional strategies. The participants in the I3D group did score higher than those in the V and SGT groups. When looking at each of the instructional strategies subdivided by spatial ability, no significant differences were found within. Participants of high spatial ability in the I3D condition scored higher than participants in the SGT and V high spatial ability groups. Participants of medium spatial ability in the I3D condition scored higher than participants in the V and SGT medium spatial ability groups. Participants of low spatial ability in the V condition scored higher than participants in the I3D and SGT low spatial ability groups.;The means scores difference for the instructional groups indicated that there was a drop in scores for the SGT group and an increase in scores for I3D and for the V groups. When subdivided by spatial ability only two of the nine groups showed a drop in scores SGT-LSA and I3D-MSA. The difference for the remaining groups showed increases that were SGT-HSA, SGT-MSA, I3D-HSA, I3D-LSA, V-HSA, V-MSA and V-LSA.;From a follow-up interview with nine participants in the study, three theme comparisons emerged that help to describe the cognitive processing that was experienced by these nine participants in all three instructional strategies. The three theme comparisons identified were • internally engaged versus externally engaged, • connection versus disconnection, • recall versus revert. The emergent themes along with the quantitative results provide insight into the multiple impacts that dynamic graphics can have on mental rotation of 3D objects with undergraduate students of varying levels of spatial ability. It is suggested that practitioners carefully consider the learning outcome along with learner characteristics when planning to use various media as instructional strategies. Special considerations should be made for prior knowledge of the learner, instructional time, cognitive load, and multiple instructional strategies.
机译：这项研究的目的是调查动态图形对具有不同水平能力的本科生的3D对象的心理旋转的影响。在这项研究中使用的是3 X 3阶乘真实实验设计，具有立即和延迟的后期测试。来自中西部大学的272名本科生样本参加了这项研究。研究对象的空间能力通过先验知识对预测试进行分层来测量，然后被随机分配给三种教学策略之一。实验组接收带有交互式3D（I3D）动画的指令或带视频的指令，而对照组则接收带有静态图形的指令。比较静态图形和文本时，在不同的教学策略之间，参与者的即时测试成绩没有明显差异。 （SGT）组，I3D组和视频（V）组。据观察，I3D指令的参与者得分高于SGT和V指令的参与者。比较按空间能力细分的每种教学策略时，未发现显着差异。 I3D条件下高空间能力的参与者得分高于SGT和高空间能力（HSA）组的参与者。 I3D条件下的中等空间能力（MSA）参与者的得分高于V和SGT中等空间能力组的参与者。 SGT条件下空间能力低的参与者得分高于V和I3D低空间能力（LSA）组的参与者。在不同的教学策略之间，参与者的延迟后测验分数没有显着差异。 I3D组的参与者得分确实高于V组和SGT组。当查看按空间能力细分的每种教学策略时，内部均未发现明显差异。 I3D条件下高空间能力的参与者得分高于SGT和V高空间能力组的参与者。 I3D条件下的中等空间能力参与者的得分高于V和SGT中等空间能力群体的参与者。 V条件下空间能力低的参与者的得分高于I3D和SGT低空间能力组的参与者。指导组的均值得分差异表明SGT组的得分下降，而SGT组的得分上升。 I3D和V组。如果按空间能力进行细分，则九个组中只有两个显示出SGT-LSA和I3D-MSA得分下降。其余组的差异显示SGT-HSA，SGT-MSA，I3D-HSA，I3D-LSA，V-HSA，V-MSA和V-LSA有所增加。在这项研究中，出现了三个主题比较，以帮助描述这三种教学策略中的这九名参与者所经历的认知过程。确定的三个主题比较是：•内部参与与外部参与；•连接与断开联系；•召回与回复。新兴主题以及定量结果提供了对动态图形可能对空间能力水平各异的大学生的3D对象的心理旋转产生的多重影响的深刻见解。建议从业者在计划使用各种媒体作为教学策略时，应仔细考虑学习结果以及学习者的特点。应特别考虑学习者的先验知识，教学时间，认知负担和多种教学策略。

著录项

  • 作者

    Grant, Gabriel Jonathan.;

  • 作者单位

    Indiana State University.;

  • 授予单位 Indiana State University.;
  • 学科 Educational technology.;Cognitive psychology.;Educational psychology.
  • 学位 Ph.D.
  • 年度 2016
  • 页码 178 p.
  • 总页数 178
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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