Immediate impact of dynamic graphics instruction on learners of varied levels of spatial ability

Abstract

Spatial ability is a skill set that has shown to be vital to success in a variety of academic disciplines and professional careers, particularly in engineering- and technology-related fields. Various instructional mediums such as animation, video, and static graphics are utilized by educators as a means to help develop and promote spatial ability. The effort to produce some of these instructional tools can be considerable. The impact of each form of media used can also impact retention and application in learners of varying levels of spatial ability. This study investigated the immediate impact of static graphics, animation, and video on mental rotation abilities of non-engineering university students with varying levels of spatial ability at a midwestern university. Statistical significance was not found between each of the groups, but multiple interactions were observed that posit that a single form media may not be the solution for all learners. Educators should weigh the cognitive task and the abilities of learners prior to selecting the media. Where possible multiple forms of instructional tools should be made available to cater to the classroom.