H. Lee (Korea)
Instructional Design, Spatial Ability, Simulations, Scaffolding
This study, to determine an efficient instructional design for different level of spatial ability, investigated 1) the main effect of visual treatments in simulation environments on comprehension and transfer of chemistry knowledge and 2) the interaction effects of the visual treatments and learners' spatial ability. Two hundred fifty-seven middle school students were randomly assigned to two experimental conditions. The results indicated 1) a significant main effect of treatment condition for both comprehension (p < .001) and transfer (p < .005) tests, the treatment group performed better than the control group and 2) the significant interaction effect (p < .05) between the instructional treatment conditions and level of spatial ability on the comprehension test: Low spatial ability learners performed better under the treatment group than the control group, whereas high spatial ability learners performed similarly regardless of the instructional conditions.
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