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Technology, Knowledge and Learning
Published in: Technology, Knowledge and Learning 1/2021

05-10-2019 | Original research

Cognition and Spatial Concept Formation: Comparing Non-digital and Digital Instruction Using Three-Dimensional Models in Science

Authors: Salvatore G. Garofalo, Stephen J. Farenga

Published in: Technology, Knowledge and Learning | Issue 1/2021

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Abstract

This study compared physical and digital models of a scientific topic in order to determine representational competence, short- and long-term cognition, and the extent to which physical or digital interfaces enhance spatial ability. The DNA molecule was used as a representative spatial topic to investigate conceptual and spatial understanding. Findings suggest a significant effect among four conditions: F(3) = 3.47, p = .02. A Tukey-HSD post hoc analysis identified a significant difference between the paper instruction/paper assessment dyad and the digital instruction/digital assessment dyad (d = .78). The results of an independent-samples t test analyzing the difference between the methods of instruction regardless of method of assessment demonstrated a significant difference in the scores for paper instruction and digital instruction conditions; t(130) = 2.56, p = 0.006. These outcomes demonstrated greater 3-D representational and conceptual understanding of the DNA molecule when paper models were constructed.
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Metadata
Title
Cognition and Spatial Concept Formation: Comparing Non-digital and Digital Instruction Using Three-Dimensional Models in Science
Authors
Salvatore G. Garofalo
Stephen J. Farenga
Publication date
05-10-2019
Publisher
Springer Netherlands
Published in
Technology, Knowledge and Learning / Issue 1/2021
Print ISSN: 2211-1662
Electronic ISSN: 2211-1670
DOI
https://doi.org/10.1007/s10758-019-09425-6

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