The role of spatial ability in learning from instructional animations - Evidence for an ability-as-compensator hypothesis |
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Authors: | Tim N Höffler Detlev Leutner |
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Affiliation: | nwu-Essen, Research Group and Graduate School on Science Education, Duisburg-Essen University, P.O. Box, D-45117 Essen, Germany |
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Abstract: | 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. |
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Keywords: | Spatial ability Instructional animation Static pictures Visualization Interaction |
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