Brain Space: Improving Spatial and Mathematical Thinking with Instructional Videos

• In Event: 3-133 - Associations Between Space and Number Across Development

Integrative Statement

Introduction: Despite the malleability of spatial ability (Uttal et al., 2013) and the known associations between spatial ability and mathematics performance (Mix et al., 2016; 2017), few studies have investigated transfer of spatial training gains to mathematics outcomes in children.
Hypotheses: We created Brain Space instructional videos with the aim of improving spatial thinking in 6 to 8 year olds. Based on their underlying cognitive mechanisms, mental rotation training was proposed to improve performance on missing box problems while spatial scaling training was proposed to improve number line estimation.
Study Population: Participants were 250 children from London based schools (Mage = 8.087 years; SD = .405 years; Males: 48%).
Methods: This study used a quasi-randomised, controlled, pre-post training design. Participants completed an identical battery of computer-based tasks one-week pre- training and immediately post-training. The task battery included two spatial measures (mental rotation and spatial scaling) and three mathematics measures (number line estimation, missing term problems and geometry). Additionally, expectations of training were measured pre-training and an engagement measure was included post-training. Each participant was assigned to one of six training groups. Three of the training groups viewed instructional videos: two groups watched videos with spatial content (mental rotation or spatial scaling respectively); whilst the active control group watched a video on word reading (e.g., see https://youtu.be/18iyRsvtGAQ). The remaining three groups completed task practice with feedback (traditional training): two groups completed spatial tasks (mental rotation or spatial scaling respectively); whilst the active control group completed a word reading task. Mental rotation and spatial scaling were targeted for training in this study because these spatial skills have previously been associated with mathematics achievement in childhood (e.g., Mix et al., 2016).
Results: Viewing instructional mental rotation and spatial scaling videos led to significant gains in mental rotation (d = .638), and spatial scaling (d = .592) respectively. Similar gains were found for traditional training in mental rotation (d = .580) and spatial scaling (d = .372), but not for control conditions. These findings demonstrate near transfer of gains. Gains in mental rotation were also reported for the instructional spatial scaling video group (d = .351). Beyond this, no other intermediate transfer of gains was found. Notably, far transfer of spatial training gains to mathematics was demonstrated for all measures. Participants in the instructional mental rotation video group displayed significant gains on missing term problems (d = .389), while the instructional spatial scaling video group had significant gains in number line estimation (d = .452) and geometry (d = .399). Traditional training in mental rotation (d = .705) and spatial scaling (d = .436) also led to improvement in geometry. There were no significant differences in participant expectations of training across groups (ηp2 = .016) and those in the spatial training groups did not report higher levels of engagement than those in the control groups (ηp2 = .059).

Authors

• Katie A. Gilligan, UCL Institute of Education
  Presenting Author

• Michael S. C. Thomas, University of London
  Non-Presenting Author

• Emily K. Farran, University College London
  Non-Presenting Author