Interaction Evokes Reflection: Learning Efficiency in Spatial Visualization
Glenn Smith, State Univ. of New York at Stony Brook, United States
EdMedia + Innovate Learning, in Norfolk, VA USA ISBN 978-1-880094-42-6 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Different levels of interaction in a computer game-like situation were compared as means of learning efficiency on an internet-based spatial visualization task, involving polyomino puzzles. 109 undergraduates were divided among three treatment groups: pilots, who interactively attempted to solve the puzzles; consultants, who watched and talked with pilots without interacting; and co-pilots, who alternated between pilot and consultant roles every 40 seconds, and collaborated. Participants were pre-tested before and post-tested after engaging in the experiment. Repeated measures analyses showed pilots and copilots learned more than consultants. Differences were significant at 0.05. Copilots learned most. These results suggest that alternating between interaction and observation is the best way to learn spatial visualization.
Smith, G. (2001). Interaction Evokes Reflection: Learning Efficiency in Spatial Visualization. In C. Montgomerie & J. Viteli (Eds.), Proceedings of ED-MEDIA 2001--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1755-1760). Norfolk, VA USA: Association for the Advancement of Computing in Education (AACE).
© 2001 Association for the Advancement of Computing in Education (AACE)
Cited ByView References & Citations Map
The Squares Family: A Game and Story based Microworld for Understanding Arithmetic Concepts designed to attract girls.
Lena Pareto, University of Trollhättan/Uddevalla, Sweden
EdMedia + Innovate Learning 2004 (2004) pp. 1567–1574
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.