Gender and Spatial Ability and the Use of Specific Labels and Diagrammatic Arrows in a Micro-Level Chemistry Animation

Autor/inn/en	Falvo, David A.; Suits, Jerry P.
Titel	Gender and Spatial Ability and the Use of Specific Labels and Diagrammatic Arrows in a Micro-Level Chemistry Animation
Quelle	In: Journal of Educational Computing Research, 41 (2009) 1, S.83-102 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
Schlagwörter	Animation; Chemistry; Educational Technology; Spatial Ability; Cognitive Psychology; Gender Differences; Pretests Posttests; Science Instruction; College Students; Correlation; Predictor Variables; Cognitive Processes; Electronic Learning; Instructional Design; Integrated Learning Systems; Web Based Instruction; Instructional Effectiveness; Visual Aids + Suchen Sie Ihr Suchwort? Chemie; Unterrichtsmedien; Räumliches Vorstellungsvermögen; Kognitive Psychologie; Geschlechterkonflikt; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Collegestudent; Korrelation; Prädiktor; Cognitive process; Kognitiver Prozess; Lesson concept; Lessonplan; Unterrichtsentwurf; Web Based Training; Unterrichtserfolg; Anschauungsmaterial
Abstract	This study investigates the effects of using both specific labels and diagrammatic arrows in the animation of salt dissolution. Four different versions of the animation served as treatments that were developed based upon principles of educational technology and cognitive psychology. The researchers studied the effects of spatial ability (high or low) and gender in terms of interaction with the treatments and control using ANCOVA statistical procedure. The dependent variable was posttest knowledge conveyed in the animation. Participants were drawn from a college chemistry course for science majors. Overall, high spatial ability students performed better on the post-test than the low spatial ability students (p = .001). In terms of gender, females outperformed males on the post-test (p = 0.009). Students in the "arrows-only" treatment group tended to score lower on the post-test that the other groups (p = 0.083). In the article the authors discuss how the principles of educational technology might account for these findings. (Contains 4 figures and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10