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ERIC Number: EJ874298
Record Type: Journal
Publication Date: 2003-Jun
Pages: 8
Abstractor: As Provided
Reference Count: 27
ISBN: N/A
ISSN: ISSN-0816-9020
Interactive versus Observational Learning of Spatial Visualization of Geometric Transformat
Smith, Glenn Gordon; Middleton, James A.
Australian Educational Computing, v18 n1 p3-10 Jun 2003
This study compared interaction with a computer vs. observation as learning situations for low and high ability student's 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 increased incidence of holistic mental rotation strategy following the interactive condition. (Contains 3 tables and 5 figures.)
Australian Council for Computers in Education. P.O. Box 1255, Belconnen, ACT 2616, Australia. Tel: +61-3-9349-3733; Fax: +61-3-9349-5356; Web site: http://www.acce.edu.au
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Elementary Secondary Education; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Arizona