Spatial Abilities and the Effects of Computer Animation on Short-Term and Long-Term Comprehension

Timothy A. Hays

130 citations0/0 files storedJournal of Educational Computing Research

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Visual and Cognitive Learning Processes Geography Education and Pedagogy Spatial Cognition and Navigation

Abstract

This study examined the effects on understanding of differing levels of visual presentations and spatial abilities with concepts involving time and motion. Subjects were presented with one of three levels of graphic presentations (no graphics, static graphics, animated graphics) which were crossed with two levels of spatial abilities (high, low). The purpose was to determine if the presentation viewed by the subjects affected levels of understanding. Results supported several predictions. As predicted, low-spatial-ability subjects receiving presentations with animation made significantly greater gains than low-spatial-ability subjects not receiving animation. On short-term comprehension, results showed that spatial ability was a statistically significant factor and on long-term understanding the type of presentation had a statistically significant effect on the subject's performance.

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References

1987Cognitive Psychology and Its Implications 1992Grade‐12 students' misconceptions relating to fundamental characteristics of atoms and molecules 1983Children's conceptions of the changes of state of water 1990Animation in computer-based instruction 1990Using computer animated graphics in science instruction with children.1990The effects of computer animation on adult learning and retrieval tasks

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