A Meta-Analysis of the Impact of Virtual Technologies on Students' Spatial Ability

Autor/inn/en	Di, Xuan; Zheng, Xudong
Titel	A Meta-Analysis of the Impact of Virtual Technologies on Students' Spatial Ability
Quelle	In: Educational Technology Research and Development, 70 (2022) 1, S.73-98 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-022-10082-3
Schlagwörter	Spatial Ability; Effect Size; Individual Characteristics; Educational Technology; Technology Uses in Education; Intellectual Disciplines; Design; Age Differences; Computer Simulation + Suchen Sie Ihr Suchwort? Räumliches Vorstellungsvermögen; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Geisteswissenschaften; Age; Difference; Age difference; Altersunterschied; Computergrafik; Computersimulation
Abstract	With the rapid development of virtual technologies, there is a growing body of literature investigating the impact of virtual technologies on students' spatial ability. However, it remains unclear whether virtual technologies can effectively improve students' spatial ability. Therefore, this meta-analysis was conducted to synthesize the findings on the overall effects of virtual-based spatial ability enhancement. We systematically searched literature published from 2010 to 2020 (excluding non-empirical articles) and found 36 experimental peer-reviewed journal articles that met the inclusion criteria. Then, the random-effects model (REM) was used to calculate the pooled effect size. Results showed that virtual technologies have a medium effect on developing spatial ability with an overall effect size of 0.617. The studies were also coded to examine the moderating effects of their characteristics, such as learner stage, virtual technologies, disciplines, experimental design, learning application types, spatial ability, and testing instruments, on the outcome measure. The moderator analysis indicated that the virtual-based spatial ability improvement was more effective (a) for preschool learners, (b) in the fields of natural science and engineering technologies, (c) for all types of spatial ability, and (d) when learning during 3 to 6 months. Furthermore, augmented reality was most conducive to improving learners' spatial ability compared with other virtual technologies. These findings provided insights for future studies and practices on using virtual technologies to cultivate spatial ability. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01