File Download

There are no files associated with this item.

  Links for fulltext
     (May Require Subscription)
Supplementary

Article: Investigating gender and spatial measurements in instructional animation research

TitleInvestigating gender and spatial measurements in instructional animation research
Authors
KeywordsCognitive load theory
Gender
Instructional animations
Spatial ability
Visuospatial measures
Issue Date2018
PublisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/comphumbeh
Citation
Computers in Human Behavior, 2018, v. 89, p. 446-456 How to Cite?
AbstractInstructional animation research has been extensive but the results are inconsistent. Amongst a number of possible factors to explain these inconclusive results (e.g., the negative influence of transient information), the influence of spatial ability and gender are less explored. This paper reports three experiments that compared the effectiveness of learning a hand-manipulative task (Lego construction) under various conditions with direct examination of the relationship between gender, spatial ability and instructional visualisation. Regression analyses revealed that only one objective measure related to spatial ability (Corsi test) predicted overall test performance, whereas the Card Rotations Test and the Mental Rotations Test did not. However, there was a number of significant gender–spatial ability interactions showing that the spatial ability predictors of male performance were different from those of females. Furthermore a number of subjective measures of spatial ability and experience with instructional animations and static pictures were found to be significant predictors. The results suggest that gender and the type of spatial ability measures used both have a significant impact on gauging the effectiveness of instructional animations. Spatial ability measures should be tailored to gender and the specific nature of the learning domains to yield more consistent research results.
Persistent Identifierhttp://hdl.handle.net/10722/261900
ISSN
2023 Impact Factor: 9.0
2023 SCImago Journal Rankings: 2.641
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorWong, PSM-
dc.contributor.authorCastro-Alonso, J.C.-
dc.contributor.authorAyres, P-
dc.contributor.authorPaas, F-
dc.date.accessioned2018-09-28T04:50:01Z-
dc.date.available2018-09-28T04:50:01Z-
dc.date.issued2018-
dc.identifier.citationComputers in Human Behavior, 2018, v. 89, p. 446-456-
dc.identifier.issn0747-5632-
dc.identifier.urihttp://hdl.handle.net/10722/261900-
dc.description.abstractInstructional animation research has been extensive but the results are inconsistent. Amongst a number of possible factors to explain these inconclusive results (e.g., the negative influence of transient information), the influence of spatial ability and gender are less explored. This paper reports three experiments that compared the effectiveness of learning a hand-manipulative task (Lego construction) under various conditions with direct examination of the relationship between gender, spatial ability and instructional visualisation. Regression analyses revealed that only one objective measure related to spatial ability (Corsi test) predicted overall test performance, whereas the Card Rotations Test and the Mental Rotations Test did not. However, there was a number of significant gender–spatial ability interactions showing that the spatial ability predictors of male performance were different from those of females. Furthermore a number of subjective measures of spatial ability and experience with instructional animations and static pictures were found to be significant predictors. The results suggest that gender and the type of spatial ability measures used both have a significant impact on gauging the effectiveness of instructional animations. Spatial ability measures should be tailored to gender and the specific nature of the learning domains to yield more consistent research results.-
dc.languageeng-
dc.publisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/comphumbeh-
dc.relation.ispartofComputers in Human Behavior-
dc.subjectCognitive load theory-
dc.subjectGender-
dc.subjectInstructional animations-
dc.subjectSpatial ability-
dc.subjectVisuospatial measures-
dc.titleInvestigating gender and spatial measurements in instructional animation research-
dc.typeArticle-
dc.identifier.emailWong, PSM: wpsmona@hku.hk-
dc.identifier.doi10.1016/j.chb.2018.02.017-
dc.identifier.scopuseid_2-s2.0-85042643550-
dc.identifier.hkuros292915-
dc.identifier.volume89-
dc.identifier.spage446-
dc.identifier.epage456-
dc.identifier.isiWOS:000449136900049-
dc.publisher.placeUnited Kingdom-
dc.identifier.issnl0747-5632-

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats