Abstract
The study employs an augmented-reality App to train elementary students’ spatial rotation ability and investigates the effect of different presentation styles on students’ learning performance of spatial rotation, on their cognitive load, and on their situational interest of the training experiences. Based on the quasi-experimental design, four 5 th - and 6 th -grade classes were divided into two groups (i.e., the Augmented-Reality group and the 3D-View group) to train the spatial rotation ability. Instruments including the spatial-rotation test, the cognitive-load scale, and the situational-interest scale were used to evaluate the students’ learning performance, cognitive load, and situational interest. The two groups of students significantly improved their performance of spatial rotation after the training, and the Augmented-Reality group presented higher improvement than the 3D-View group. The two groups showed no significant difference in cognitive load no matter at the testing stage or at the training stage. Also, the two groups show no difference in their situational interest. It is suggested future research test different facets of spatial ability except the spatial rotation so more compressive spatial ability of students can be adequately evaluated. Additionally, various augmented-reality applications of different topics and areas can be developed, and different training and testing methods could be employed to understand how students learn with the assistance of the new applications.
Published Version
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call