Paper Summary

Direct link:

Cognitive Predictors of Learning Science With Geographic Data Representations

Fri, April 9, 4:10 to 5:40pm EDT (4:10 to 5:40pm EDT), SIG Sessions, SIG-Technology, Instruction, Cognition & Learning Paper and Symposium Sessions


This study examined whether verbal and visuospatial working memory capacity, and visual attention influence student learning of verbal and visuospatial knowledge. Ninety-one middle school students used three geographic data representations of geographic information to learn about coal production. Student learning of verbal information was influenced by their verbal working memory capacity, regardless of the three data representations used. However, the learning of visuospatial information was impacted by how geographic data were presented, regardless of students’ individual differences, with multilayer GIS map being the most effective condition. This study creates implications for both educational research and practice and calls for more research on the factors influencing learning in authentic contexts.