Conference paper 2005

Instructional design for learners with different level of spatial ability

LH
Lee, Hyunjeong
Proceedings of the IASTED International Conference on Web-Based Education, WBE 2005
Conference · pp. 7-11
Abstract

This study, to determine an efficient instructional design for different level of spatial ability, investigated 1) the main effect of visual treatments in simulation environments on comprehension and transfer of chemistry knowledge and 2) the interaction effects of the visual treatments and learners' spatial ability. Two hundred fifty-seven middle school students were randomly assigned to two experimental conditions. The results indicated 1) a significant main effect of treatment condition for both comprehension (p < .001) and transfer (p < .005) tests, the treatment group performed better than the control group and 2) the significant interaction effect (p < .05) between the instructional treatment conditions and level of spatial ability on the comprehension test: Low spatial ability learners performed better under the treatment group than the control group, whereas high spatial ability learners performed similarly regardless of the instructional conditions.

Keywords

Author Keywords

Instructional design Simulations Scaffolding spatial ability

Index Keywords

Educational technology Design Instructional designs Scaffolding Simulation environment Middle school students Experimental conditions Instructional treatment Simulations Spatial abilities Catalyst deactivation Speed control
Author Affiliations
Korea Research Institute for Vocational Education and Training, Seoul, South Korea
Funding & Acknowledgements
No funding information
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Document Identifiers
  • EID 2-s2.0-84887305611
  • Language English