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Dynamic Visuospatial Ability and Learning from Dynamic Visualizations

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Learning from Dynamic Visualization

Abstract

It is common for instruction in the areas of science, technology, engineering and mathematics (STEM) to include dynamic visualizations such as animations and videos in the hopes that they will help learners understand dynamic relationships within the material. Yet, research on dynamic visualizations has shown that they sometimes fail to benefit learning. The main purpose of this chapter is to explore a particular aptitude-by-treatment interaction that might better illuminate when dynamic visualizations may be most likely to facilitate learning. The studies reported here assess Multiple-Object Dynamic Spatial Ability, a particular set of spatial skills involving integrating information from multiple objects over time and space, and discuss its relation to learning from dynamic visualizations. When dynamic spatial abilities are considered, advantages can be seen for presenting dynamic visualizations specifically for students with lower dynamic visuospatial ability on topics that require dynamic spatial/temporal representations. These results suggest that the assessment of learners’ dynamic visuospatial ability could be useful for tailoring instruction and providing scaffolding to ensure that all learners are able to form understanding of dynamic topics and visualizations.

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Acknowledgements

Portions of this work were supported by the APA dissertation research award to the first author.

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Authors and Affiliations

  1. Oregon State University, Corvallis, OR, 97331, USA

    Christopher A. Sanchez

  2. University of Illinois at Chicago, Chicago, IL, 60607, USA

    Jennifer Wiley

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Correspondence to Christopher A. Sanchez .

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  1. School of Education, Curtin University School of Education, Bentley, West Australia, Australia

    Richard Lowe

  2. University of Education, Freiburg, Germany

    Rolf Ploetzner

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Sanchez, C.A., Wiley, J. (2017). Dynamic Visuospatial Ability and Learning from Dynamic Visualizations. In: Lowe, R., Ploetzner, R. (eds) Learning from Dynamic Visualization. Springer, Cham. https://doi.org/10.1007/978-3-319-56204-9_7

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