Comparative Effects of Visualization Media on Understanding Mathematical Relationships in Postsecondary Geoscience

• In Event: Learning With Technology and Children Using Technology

Abstract

As geoscience evolves as an increasingly quantitative field, it is imperative to emphasize understanding of mathematical concepts in geoscience classrooms. Previous research has shown visualization to be highly effective at developing quantitative skills. This study compares static and interactive visualization strategies in an upper level undergraduate geoscience course. Students’ ability to both describe and apply mathematical relationships were evaluated when using each strategy. Evaluations occurred while students were engaged with the visualizations as well as one week later. Findings suggest immediate recognition and application improved when visualizations were interactive, however performance differences were mitigated in the subsequent week. Lower performing students consistently demonstrated improved concept application on the second evaluation when using the interactive content compared to static.

Authors

• Hailey A Johnson, University of Florida

• Pasha Antonenko, University of Florida

• Peter N Adams, University of Florida