Spatial Ability: Its Influence on Learning with Visualizations—a Meta-Analytic Review

By Tim N. Höffler. 2010

330 citations recorded by the source corpus.

Subfields: Automotive Engineering, Experimental and Cognitive Psychology, Human-Computer Interaction

View Paper: https://www.semanticscholar.org/paper/6ea1d4681b14655dea8fbcd76eb92a288f058b10

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In Automotive Engineering

In Experimental and Cognitive Psychology

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Citations in the corpus

A Heuristic Framework of Spatial Ability: a Review and Synthesis of Spatial Factor Literature to Support its Translation into STEM Education (2018, unknown): “Recently however, interest in spatial ability has seen a resurgence as it is becoming increasingly linked through correlational evidence with educational performance specifically in the areas of science, technology, engineering and mathematics (STEM) (Höffler 2010; Lubinski 2010; McGrew and Evans 20”
Learning with summaries: Effects of representation mode and type of learning activity on comprehension and transfer (2013, background): “…Google Scholar 24 von 31 02.12.19, 09:20 Hall et al., 1997 Head et al., 1989 Hegarty, 2004 Heller and Perleth, 2000 Hidi and Anderson, 1986 Hilbert and Renkl, 2008 Höffler, 2010 Howe and Singer, 1975 V.C. Hall, J. Bailey, C. Tillman Can student-generated illustrations be worth ten thousand words?”
Gender Differences in Spatial Ability: Implications for STEM Education and Approaches to Reducing the Gender Gap for Parents and Educators (2017, background): “…spatial reasoning is -11- important for understanding diagrams of complex scientific concepts and principals, but individual differences in spatial ability predict learning outcomes with such media in physics and chemistry (Höffler, 2010; Kozhevnikov, Motes, & Hegarty, 2007; Wu & Shah, 2004).”
Getting the point: Tracing worked examples enhances learning (2015, methodology): “After conducting a meta-analysis focusing on the role of spatial ability in learning with visualizations, Höffler (2010) found that students with lower spatial ability were superior to those with higher spatial ability when learning with dynamic visualizations.”
Understanding Cognitive Load in Digital and Online Learning: a New Perspective on Extraneous Cognitive Load (2021, background): “Therefore, realistic visualizations are often regarded as the opposite of simplified, schematic line drawings, with other forms (such as slightly more detailed and shaded drawings) falling in-between these extremes (for overviews, see Dwyer Jr, 1969; Höffler, 2010).”
Gender Imbalance in Instructional Dynamic Versus Static Visualizations: a Meta-analysis (2019, background): “From the potential gender cognitive variables that can influence the learning from visualizations, we focus on spatial ability (see Höffler 2010; see also Wong et al. 2018), due to its large documented impact.”