Who Benefits from Learning with 3D Models?: The Case of Spatial Ability

Autor/in	Huk, T.
Titel	Who Benefits from Learning with 3D Models?: The Case of Spatial Ability
Quelle	In: Journal of Computer Assisted Learning, 22 (2006) 6, S.392-404 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/j.1365-2729.2006.00180.x
Schlagwörter	Memory; Cytology; Spatial Ability; Models; Learning Processes; Visualization; Hypermedia; Educational Environment; Scores; Computer Assisted Instruction + Suchen Sie Ihr Suchwort? Gedächtnis; Zytologie; Räumliches Vorstellungsvermögen; Analogiemodell; Learning process; Lernprozess; Visualisation; Visualisierung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Computer based training; Computerunterstützter Unterricht
Abstract	Empirical studies that focus on the impact of three-dimensional (3D) visualizations on learning are to date rare and inconsistent. According to the ability-as-enhancer hypothesis, high spatial ability learners should benefit particularly as they have enough cognitive capacity left for mental model construction. In contrast, the ability-as-compensator hypothesis proposes that low spatial ability learners should gain particular benefit from explicit graphical representations as they have difficulty mentally constructing their own visualizations. This study examines the impact that interactive 3D models implemented within a hypermedia-learning environment have on understanding of cell biology. Test scores in a subsequent knowledge acquisition test demonstrated a significant interaction term between students' spatial ability and presence/absence of 3D models. Only students with high spatial ability benefited from the presence of 3D models, while low spatial ability students got fewer points when learning this way. When using 3D models, high spatial ability students perceived their cognitive load to be low whereas the opposite was true for low spatial ability students. The data suggest that students with low spatial ability became cognitively overloaded by the presence of 3D models, while high spatial ability students benefited from them as their total cognitive load remained within working memory limits. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10