Three-Dimensional Science Animation Implementation and Spatial Ability for Science Concept Reconstruction: A Gender-Based Education Study
DOI:
https://doi.org/10.23887/jpiundiksha.v13i1.68005Keywords:
Multimedia Learning Resources, Spatial Ability, Science, GenderAbstract
Spatial abilities are essential to individual life and development, but gender differences in these abilities, especially in multimedia learning, are of concern. This research aims to examine the influence of gender and type of multimedia on learning outcomes in Natural Sciences (IPA) while still controlling for the influence of spatial abilities. This research uses a quantitative approach with experimental methods. The research sample consisted of 164 students. Data were collected through multivariate analysis of covariance (MANCOVA) techniques using SPSS software. Data analysis was conducted using the MANCOVA technique to test the influence of the independent variables (gender and type of multimedia) on the dependent variable (science learning outcomes) by controlling spatial ability as a covariate. Spatial ability has an overall significant influence on science learning outcomes. Boys consistently performed better than girls in all learning tasks, regardless of multimedia type. Girls also tend to prefer 3D learning media to understand science concepts. This research provides empirical evidence about the separate gender effects of spatial ability when learning using 2D static learning multimedia and 3D animation. The implication is that educational policymakers can pay attention to differences in gender preferences when choosing multimedia learning types to increase the effectiveness of science learning.
References
Akman, A., Sahillioğlu, Y., & Sezgin, T. M. (2022). Deep Generation of 3D Articulated Models and Animations From 2D Stick Figures. Computers & Graphics, 109, 65–74. https://doi.org/10.1016/j.cag.2022.10.004. DOI: https://doi.org/10.1016/j.cag.2022.10.004
Barel, E., & Tzischinsky, O. (2018). Age and Sex Differences in Verbal And Visuospatial Abilities. Advances in Cognitive Psychology, 2(14), 51. https://doi.org/10.5709/acp-0238-x. DOI: https://doi.org/10.5709/acp-0238-x
Berney, S., & Bétrancourt, M. (2016). Does Animation Enhance Learning? A Meta-Analysis. Advances Computers & Education, 101, 150–167. https://doi.org/10.1016/j.compedu.2016.06.005. DOI: https://doi.org/10.1016/j.compedu.2016.06.005
Berney, Sandra, Bétrancourt, M., Molinari, G., & Hoyek, N. (2015). How spatial abilities and dynamic visualizations interplay when learning functional anatomy with 3D anatomical models. Anatomical Sciences Education, 8(5), 452–462. https://doi.org/10.1002/ase.1524. DOI: https://doi.org/10.1002/ase.1524
Brown, C. S., & Stone, E. A. (2016). Gender Stereotypes and Discrimination: How Sexism Impacts Development. Advances in Child Development and Behavior, 50, 105–133. https://doi.org/10.1016/bs.acdb.2015.11.001. DOI: https://doi.org/10.1016/bs.acdb.2015.11.001
Cai, Z., Fan, X., & Du, J. (2017). Gender and Attitudes Toward Technology Use: A Meta-Analysis. Computers & Education, 105, 1–13. https://doi.org/10.1016/j.compedu.2016.11.003. DOI: https://doi.org/10.1016/j.compedu.2016.11.003
Castro-Alonso, J.C., Ayres, P., & Sweller, J. (2019). Instructional Visualizations, Cognitive Load Theory, and Visuospatial Processing. In Juan C. Castro-Alonso (Ed.), Visuospatial processing for education in health and natural sciences (pp. 111–143). Springer International Publishing. https://doi.org/10.1007/978-3-030-20969-8. DOI: https://doi.org/10.1007/978-3-030-20969-8_5
Chen, S. Y., Chang, C.-H., Yang, T.-C., & Wang, J.-H. (2018). An Investigation of The Development of An Animated E-Book: A Gender Difference Approach. Computers in Human Behavior, 88, 28–36. https://doi.org/10.1016/j.chb.2018.06.018. DOI: https://doi.org/10.1016/j.chb.2018.06.018
Chikha, A. Ben, Khacharem, A., Trabelsi, K., & Bragazzi, N. L. (2021). The Effect of Spatial Ability in Learning From Static and Dynamic Visualizations: A Moderation Analysis in 6-Year-Old Children. Frontiers in Psychology, 12, 1–8. https://doi.org/10.3389/fpsyg.2021.583968. DOI: https://doi.org/10.3389/fpsyg.2021.583968
Cohen, C. A., & Hegarty, M. (2014). Visualizing cross sections: Training Spatial Thinking Using Interactive Animations and Virtual Objects. Learning and Individual Differences, 33, 63–71. https://doi.org/10.1016/j.lindif.2014.04.002. DOI: https://doi.org/10.1016/j.lindif.2014.04.002
Creswell, J. W. (2017). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (5th Editio). SAGE Publications, Inc.
Daly, C. J., Bulloch, J. M., Ma, M., & Aidulis, D. (2016). A Comparison of Animated Versus Static Images in An Instructional Multimedia Presentation. Advances in Physiology Education, 40(2), 201–205. https://doi.org/10.1152/advan.00053.2015. DOI: https://doi.org/10.1152/advan.00053.2015
French, J. W., Ekstrom, R. B., & Price, L. A. (1963). Manual for Kit of Reference Tests for Cognitive Factors (Revised 1963). Educational Testing Service Princeton NJ, 151–174. DOI: https://doi.org/10.21236/AD0410915
Friedman-Sokuler, N., & Justman, M. (2020). Gender, Culture and STEM: Counter-Intuitive Patterns in Arab Society. Economics of Education Review, 74, 101947. https://doi.org/10.1016/j.econedurev.2019.101947. DOI: https://doi.org/10.1016/j.econedurev.2019.101947
Gorriz, J. M., Martín-Clemente, R., Puntonet, C. G., Ortiz, A., Ramírez, J., SiPBA group, & Suckling, J. (2022). A Hypothesis-Driven Method Based on Machine Learning for Neuroimaging Data Analysis. Neurocomputing, 510, 159–171. https://doi.org/10.1016/j.neucom.2022.09.001. DOI: https://doi.org/10.1016/j.neucom.2022.09.001
Hammoumi, S. El, Zerhane, R., & Idrissi, R. J. (2022). The Impact of Using Interactive Animation in Biology Education at Moroccan Universities and Students’ Attitudes Towards Animation And ICT in General. Social Sciences & Humanities Open, 6(1), 100293. https://doi.org/10.1016/j.ssaho.2022.100293. DOI: https://doi.org/10.1016/j.ssaho.2022.100293
Harefa, E., & Huang, X. (2023). Fostering Scientific Literacy in University Students Majoring in Elementary Education Based on Mental State. Buana Pendidikan Jurnal Fakultas Keguruan Dan Ilmu Pendidikan, 19(1), 106–114. https://doi.org/10.36456/bp.vol19.no1.a6803. DOI: https://doi.org/10.36456/bp.vol19.no1.a6803
Harris, D., Lowrie, T., Logan, T., & Hegarty, M. (2021). Spatial Reasoning, Mathematics, and Gender: Do Spatial Constructs Differ in Their Contribution to Performance? British Journal of Educational Psychology, 91(1), 409–441. https://doi.org/10.1111/bjep.12371. DOI: https://doi.org/10.1111/bjep.12371
Huang, T. C., & Lin, C. Y. (2017). From 3D modeling to 3D printing: Development of A Differentiated Spatial Ability Teaching Model. Telematics and Informatics, 34(2), 604–613. https://doi.org/10.1016/j.tele.2016.10.005. DOI: https://doi.org/10.1016/j.tele.2016.10.005
Ishikawa, T., & Newcombe, N. S. (2021). Why Spatial is Special in Education, Learning, and Everyday Activities. Cognitive Research: Principles and Implications, 6(1), 20. https://doi.org/10.1186/s41235-021-00274-5. DOI: https://doi.org/10.1186/s41235-021-00274-5
Knapp, P., Evans, E., & Moe-Byrne, T. (2023). How Effective Are Video Animations in Practitioner Education? A Systematic Review of Trials. Patient Education and Counseling, 109, 19. https://doi.org/10.1016/j.pec.2022.10.052. DOI: https://doi.org/10.1016/j.pec.2022.10.052
Kollmayer, M., Schober, B., & Spiel, C. (2018). Gender Stereotypes in Education: Development, Consequences, and Interventions. European Journal of Developmental Psychology, 15(4), 361–377. https://doi.org/10.1080/17405629.2016.1193483. DOI: https://doi.org/10.1080/17405629.2016.1193483
Kryshko, O., Fleischer, J., Grunschel, C., & Leutner, D. (2022). Self-Efficacy For Motivational Regulation And Satisfaction With Academic Studies in STEM Undergraduates: The Mediating Role Of Study Motivation. Learning and Individual Differences, 93, 102096. https://doi.org/10.1016/j.lindif.2021.102096. DOI: https://doi.org/10.1016/j.lindif.2021.102096
Landaud, F., Ly, S. T., & Maurin, E. (2020). Competitive Schools and The Gender Gap in The Choice of Field Of Study. Journal of Human Resources, 55(1), 278–308. https://doi.org/10.3368/jhr.55.2.0617.8864R. DOI: https://doi.org/10.3368/jhr.55.2.0617.8864R
Li, R., Liu, M., Zhu, J., Li, R., Zhao, H., & Zhang, L. (2022). Age and Gender Differences in Static and Dynamic Balance of Chinese Preschool Children. Frontiers in Physiology, 13, 1–10.: https://doi.org/10.3389/fphys.2022.1013171. DOI: https://doi.org/10.3389/fphys.2022.1013171
Lindner, M. A., Eitel, A., Barenthien, J., & Köller, O. (2021). An Integrative Study on Learning and Testing With Multimedia: Effects on Students’ Performance and Metacognition. Learning and Instruction, 71, 101100. https://doi.org/10.1016/j.learninstruc.2018.01.002. DOI: https://doi.org/10.1016/j.learninstruc.2018.01.002
Liu, C., & Elms, P. (2019). Animating student engagement: The Impacts of Cartoon Instructional Videos on Learning Experience. Research in Learning Technology, 27, 1–31. https://doi.org/10.25304/rlt.v27.2124. DOI: https://doi.org/10.25304/rlt.v27.2124
Mayer, R. E., & Estrella, G. (2014). Benefits of Emotional Design in Multimedia Instruction. Learning and Instruction, 33, 12–18. https://doi.org/10.1016/j.learninstruc.2014.02.004. DOI: https://doi.org/10.1016/j.learninstruc.2014.02.004
Mayer, R. E., & Pilegard, C. (2014). Principles for Managing Essential Processing in Multimedia Learning: Segmenting, Pre-training, and Modality Principles. The Cambridge Handbook of Multimedia Learning (pp. 316–344). Cambridge University Press. https://doi.org/10.1017/CBO9781139547369.016. DOI: https://doi.org/10.1017/CBO9781139547369.016
Ploetzner, R., Berney, S., & Bétrancourt, M. (2020). A Review of Learning Demands in Instructional Animations: The Educational Effectiveness of Animations Unfolds if The Features of Change Need To Be Learned. Journal of Computer Assisted Learning, 36(6), 838–860. https://doi.org/10.1111/jcal.12476. DOI: https://doi.org/10.1111/jcal.12476
Praveen, C. K., & Srinivasan, K. (2022). Psychological Impact and Influence of Animation on Viewer’s Visual Attention and Cognition: A Systematic Literature Review, Open Challenges, and Future Research Directions. Computational and Mathematical Methods in Medicine, 2022, 1–29. https://doi.org/10.1155/2022/8802542. DOI: https://doi.org/10.1155/2022/8802542
Rajae, Z., & Idrissi, R. J. (2021). Pedagogical Innovation on Interactive Graphic Animations: Case Study of Synaptic Transmission - 1st Year Baccalaureate Degree, Life and Earth Sciences, Morocco. Social Sciences & Humanities Open, 3(1), 100103. https://doi.org/10.1016/j.ssaho.2020.100103. DOI: https://doi.org/10.1016/j.ssaho.2020.100103
Ramírez-Uclés, I. M., & Ramírez-Uclés, R. (2020). Gender Differences in Visuospatial Abilities and Complex Mathematical Problem Solving. Frontiers in Psychology, 11, 1–10. https://doi.org/10.3389/fpsyg.2020.00191. DOI: https://doi.org/10.3389/fpsyg.2020.00191
Rapoport, B., & Thibout, C. (2018). Why do Boys and Girls Make Different Educational Choices? The Influence of Expected Earnings and Test Scores. Economics of Education Review, 62, 205–229. https://doi.org/10.1016/j.econedurev.2017.09.006. DOI: https://doi.org/10.1016/j.econedurev.2017.09.006
Reilly, D., Neumann, D. L., & Andrews, G. (2015). Sex Differences in Mathematics and Science Achievement: A Meta-Analysis of National Assessment of Educational Progress Assessments. Journal of Educational Psychology, 107(3), 645. https://doi.org/10.1037/edu0000012. DOI: https://doi.org/10.1037/edu0000012
Roslan, R. K., & Ahmad, A. (2017). 3D Spatial Visualisation Skills Training Application for School Students Using Hologram Pyramid. JOIV: International Journal on Informatics Visualization, 1(4), 170–174. https://doi.org/10.30630/joiv.1.4.61. DOI: https://doi.org/10.30630/joiv.1.4.61
Schnotz, W., Mengelkamp, C., Baadte, C., & Hauck, G. (2014). Focus of Attention and Choice of Text Modality in Multimedia Learning. European Journal of Psychology of Education, 29, 483–501. https://doi.org/10.4471/generos.2012.03. DOI: https://doi.org/10.1007/s10212-013-0209-y
Sharp, P., Gutteling, T., Melcher, D., & Hickey, C. (2022). Spatial Attention Tunes Temporal Processing in Early Visual Cortex by Speeding and Slowing Alpha Oscillations. Journal of Neuroscience, 42(41), 7824–7832. https://doi.org/10.1523/JNEUROSCI.0509-22.2022. DOI: https://doi.org/10.1523/JNEUROSCI.0509-22.2022
Sneider, J. T., Hamilton, D. A., Cohen-Gilbert, J. E., Crowley, D. J., Rosso, I. M., & Silveri, M. M. (2015). Sex Differences in Spatial Navigation and Perception in Human Adolescents and Emerging Adults. Behavioural Processes, 111, 42–50. https://doi.org/10.1016/j.beproc.2014.11.015. DOI: https://doi.org/10.1016/j.beproc.2014.11.015
Stark, L., Malkmus, E., Stark, R., Brünken, R., & Park, B. (2018). Learning-Related Emotions in Multimedia Learning: an Application of Control-Value Theory. Learning and Instruction, 58, 42–52. https://doi.org/10.1016/j.learninstruc.2018.05.003. DOI: https://doi.org/10.1016/j.learninstruc.2018.05.003
Strømme, T. A., & Mork, S. M. (2021). Students’ Conceptual Sense-Making of Animations and Static Visualizations of Protein Synthesis: A Sociocultural Hypothesis Explaining Why Animations May Be Beneficial for Student Learning. Research in Science Education, 51(4), 1013–1038. https://doi.org/10.1007/s11165-020-09920-2. DOI: https://doi.org/10.1007/s11165-020-09920-2
Teplá, M., Teplý, P., & Šmejkal, P. (2022). Influence Of 3D Models and Animations on Students in Natural Subjects. International Journal of STEM Education, 9(1), 65. https://doi.org/10.1186/s40594-022-00382-8. DOI: https://doi.org/10.1186/s40594-022-00382-8
Van Gog, T. (2014). The Signaling (or Cueing) Principle in Multimedia Learning. In The Cambridge Handbook of Multimedia Learning (pp. 263–278). Cambridge University Press. https://doi.org/10.1017/CBO9781139547369.014. DOI: https://doi.org/10.1017/CBO9781139547369.014
Voyer, D., Voyer, S. D., & Saint-Aubin, J. (2017). Sex Differences in Visual-Spatial Working Memory: A Meta-Analysis. Psychonomic Bulletin & Review, 24(307–334). https://doi.org/10.3758/s13423-016-1085-7. DOI: https://doi.org/10.3758/s13423-016-1085-7
Wang, L., & Carr, M. (2014). Working Memory and Strategy Use Contribute to Gender Differences in Spatial Ability. Educational Psychologist, 49(4), 261–282. https://doi.org/10.1080/00461520.2014.960568. DOI: https://doi.org/10.1080/00461520.2014.960568
Wang, Y., Gong, S., Cao, Y., Lang, Y., & Xu, X. (2023). The Effects of Affective Pedagogical Agent in Multimedia Learning Environments: A Meta-Analysis. Educational Research Review, 38, 100506. https://doi.org/10.1016/j.edurev.2022.100506. DOI: https://doi.org/10.1016/j.edurev.2022.100506
Wiesman, A. I., & Wilson, T. W. (2019). The Impact of Age and Sex on The Oscillatory Dynamics of Visuospatial Processing. Neuroimage, 185, 513–520. https://doi.org/10.1016/j.neuroimage.2018.10.036. DOI: https://doi.org/10.1016/j.neuroimage.2018.10.036
Wondimu, H. (2022). Gender-Based Violence and Its Socio-Cultural Implications in South West Ethiopia Secondary Schools. Heliyon, 8(7), e10006. https://doi.org/10.1016/j.heliyon.2022.e10006. DOI: https://doi.org/10.1016/j.heliyon.2022.e10006
Yan, Z., Yu, X., Cheng, D., Ma, C., & Zhou, X. (2023). Spatial Ability and Science Achievement More Closely Associated in Eighth-Graders Than in Fourth-Graders: A Large-Scale Study. International Journal of Science Education, 1–22. https://doi.org/10.1080/09500693.2023.2175629. DOI: https://doi.org/10.1080/09500693.2023.2175629
Downloads
Published
Issue
Section
License
Copyright (c) 2023 Edward Harefa, Hardikupatu Gulo
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with the Jurnal Pendidikan Indnesia agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. (See The Effect of Open Access)
