Interactive versus observational

Learning of spatial visualization of geometric transformat

Glenn Gordon Smith, James Middleton

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

This study compared interaction with a computer vs. observation as learning situations for low and high ability students' learning of spatial visualization and geometric transformations. Thirty-two fifth grade boys took the Differential Aptitude Test, Space Relations Subset (DAT), and then participated in the experiment. Pre-test and post-test were static spatial visualization problems using polyominos. During treatment, subjects were paired, one interactively solving computer -based polyomino puzzles, the other observing a yoked monitor in a separate room. Think-aloud protocol was used throughout. Overall, no significant differences were found between the two conditions. However, high achievers on the DAT benefited significantly more from observing (p. 5). Low achievers benefited marginally more from the interactive condition, showing an inceased incidence of holistic mental rotation strategy following the interactive condition.

Original languageEnglish (US)
Pages (from-to)3-10
Number of pages8
JournalAustralian Educational Computing
Volume18
Issue number1
StatePublished - 2003

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visualization
Visualization
aptitude test
learning situation
learning
incidence
school grade
Students
experiment
ability
interaction
student
Experiments

ASJC Scopus subject areas

  • Education
  • Computer Science Applications

Cite this

Interactive versus observational : Learning of spatial visualization of geometric transformat. / Smith, Glenn Gordon; Middleton, James.

In: Australian Educational Computing, Vol. 18, No. 1, 2003, p. 3-10.

Research output: Contribution to journalArticle

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