Abstract
This study investigates whether spatial learning outcomes differ with respect to different instructional media. Spatial thinking skills were tested pre- and postlesson implementation via the spatial thinking ability test as eighth grade students participated in either paper-based or digital map-based instruction. Students' attitudes toward geography, past travel experience, and demographic variables such as gender, were also examined to search for differences in spatial thinking skill development. Results of the study reveal that both paper and digital media aid in developing and improving spatial thinking skill acquisition among students.
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