The role of spatial ability in learning from instructional animations - Evidence for an ability-as-compensator hypothesis
The role of spatial ability in learning from instructional animations - Evidence for an ability-as-compensator hypothesis
复制标题
DOI：
10.1016/j.chb.2010.07.042
复制
发表时间：
2011-01-01
影响因子：
9.9
通讯作者：
Leutner, Detlev
中科院分区：
文献类型：
--
作者：
Hoeffler, Tim N.;Leutner, Detlev
在两个实验中，空间能力的作用，从一个教学动画与一系列静态图片的学习进行了研究。在这两个实验中，空间能力和可视化类型的统计相互作用：低空间能力的学生表现出较差的学习效果时，从图片学习，而高空间的学生没有;当学习动画，但是，学习结果是独立的空间能力。结果是符合能力作为补偿假设，即从非动态材料构建心理动画需要空间能力;然而，动画学习材料，空间能力是不需要的。没有发现静态图片和动画之间的总体差异。（C）2010爱思唯尔有限公司保留所有权利。
In two experiments, the role of spatial ability in learning from an instructional animation versus a series of static pictures was studied. In both experiments, a statistical interaction of spatial ability and type of visualization was obtained: Low-spatial ability students showed poor learning outcome when learning from pictures while high-spatial students did not; when learning from animation, however, learning outcome was independent from spatial ability. The results are in line with an ability-as-compensator hypothesis which states that constructing mental animations from non-dynamic materials needs spatial ability; with animated learning materials, however, spatial ability is not required. No overall differences between static pictures and animation were found. (C) 2010 Elsevier Ltd. All rights reserved.