The Effectiveness of Interacting with Scientific Animations in Chemistry Using Mobile Devices on Grade 12 Students’ Spatial Ability and Scientific Reasoning Skills     

Sulaiman M. Al-Balushi  Ali S. Al-Musawi  Abdullah K. Ambusaidi  Fatemah H. Al-Hajri 《Journal of Science Education and Technology》2017,26(1):70-81

The purpose of the current study was to investigate the effectiveness of interacting with animations using mobile devices on grade 12 students’ spatial and reasoning abilities. The study took place in a grade 12 context in Oman. A quasi-experimental design was used with an experimental group of 32 students and a control group of 28 students. The experimental group studied chemistry using mobile tablets that had a digital instructional package with different animation and simulations. There was one tablet per student. A spatial ability test and a scientific reasoning test were administered to both groups prior and after the study, which lasted for 9 weeks. The findings showed that there were significant statistical differences between the two groups in terms of spatial ability in favour of the experimental group. However, there were no differences between the two groups in terms of reasoning ability. The authors reasoned that the types of animations and simulations used in the current study featured a wide range of three-dimensional animated illustrations at the particulate level of matter. Most probably, this decreased the level of abstractness that usually accompanies chemical entities and phenomena and helped the students to visualize the interactions between submicroscopic entities spatially. Further research is needed to decide on types of scientific animations that could help students improve their scientific reasoning.  相似文献   

Visualisation to support children with attention-deficit/hyperactivity disorder learning to solve mathematical word problems: A randomised controlled trial     

Fatemah Almuwaiziri  Natthapoj Vincent Trakulphadetkrai  Timothy Williams 《British Journal of Special Education》2023,50(2):314-324

This randomised controlled trial experimental study compared the effectiveness of using two different types of visualisation – self-constructed visualisation (SCV) and passively received visualisation (PRV) – to help children with attention-deficit/hyperactivity disorder (ADHD) solve mathematical word problems. While SCV refers to drawings that children create to help solve given word problems, PRV refers to pre-made images that accompany word problems. Twenty children with ADHD in Kuwait, aged nine to 11 years, were randomly assigned to either the SCV or PRV group, where they were taught to use either SCV or PRV to solve word problems across 20 daily one-to-one sessions. The results showed that regardless of the visualisation type, children's word problem-solving ability significantly improved. Children with ADHD should thus be encouraged to use visualisation to help make the word problem-solving process more accessible to them.  相似文献