ABSTRACT:

In three recent experiments, Cheryl Cohen investigated the contributions of spatial ability and the use of interactive animation to performance on a spatial problem-solving task (drawing a 2D cross-section of an imaginary 3D object). Results showed that spatial ability and use of an animated model made significant contributions to task performance. Furthermore, spatial ability influenced the degree to which participants interacted with the animated model. High spatial participants interacted with the computer model more often and more systematically than did low spatial participants. In fact, many low spatial participants stated that they did not understand how the animated model could help them solve the problem.

Early in these experiments, Cohen videotaped and collected verbal protocols from five participants (four high and one low spatial) as they interacted with the animated model and drew the cross-sections. She will now complete a protocol study to compare the patterns of interaction and metacognitive strategies used by high and low spatial participants in this spatial problem solving task.