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

• In Event: Embodiment and Spatialization: Leveraging the Affordances of Learning Technologies

Abstract

This study compared physical and digital models of a scientific topic in order to determine students’ representational competence, short- and long-term cognition, and the extent to which physical or digital interfaces enhance spatial ability. The topic of the DNA molecule was used to investigate students’ retention of conceptual knowledge. Findings suggest a significant effect among four conditions [F(3)=3.47, p=.01]. A Tukey-HSD post hoc analysis identified a significant difference between the paper instruction/paper assessment dyad and the digital instruction/digital assessment dyad (p<.05). Further, Cohen’s effect size (d=.78) suggested a moderate-to-high practical significance when paper-based instructional models were matched with paper assessment. This outcome demonstrated greater 3-D representational understanding of the DNA molecule and that paper models provide greater conceptual understanding.

Authors

• Stephen Farenga, The City University of New York at Queens College

• Daniel Ness, St. John's University

• Salvatore G. Garofalo, Queens College