Investigating the impact of gender-differences and spatial ability on learning from instructional animations (notice n° 92517)
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| fixed length control field | 03303cam a2200289 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250112002600.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Gupta, Ruchi |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Investigating the impact of gender-differences and spatial ability on learning from instructional animations |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2022.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 95 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Cette étude est consacrée à deux facteurs (genre ; habileté spatiale), dont la prise en compte pourrait expliquer les résultats mitigés souvent obtenus dans les recherches sur les animations pédagogiques. L’étude a comparé l’efficacité des animations pédagogiques sur les apprentissages en comparant trois conditions (animation ; animation + explication orale ; animation + gestuelle). 72 étudiants ont été assignés de manière aléatoire à l’une des trois conditions. L’animation montrait comment réaliser un pliage sur papier. Dans l’ensemble, la condition avec explication orale s’est avérée supérieure à la condition de gestuelle, qui était à elle-même supérieure à la condition d’animation toute seule. Cependant, ce résultat a été obtenu uniquement avec des femmes. Chez les hommes, aucune différence significative n’a été constatée entre les conditions. En outre, les femmes ont obtenu des scores plus élevés que les hommes, même s’il n’y avait pas de différences d’habileté spatiale. Une mesure appropriée de l’habileté spatiale, en tant que covariable, s’est avérée nécessaire pour identifier tous les effets. Si les données relatives au genre et à l’aptitude spatiale avaient été exclues des analyses, les résultats auraient été trompeurs et incomplets. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | This study investigated two factors (gender; spatial ability), whose admission may underpin mixed results often found in instructional animation research. It also compared learning effectiveness of instructional animations by comparing three conditions (animation, animation + narration, animation + gesturing). 72 university students were randomly assigned to one of the conditions showing a paper-folding shape construction. Overall, the narration condition was found to be superior to the gesturing condition, which in turn was superior to the basic animation condition. However, this pattern was entirely generated by females. For males no significant differences were found between conditions. Furthermore, females scored higher than males even though there were no spatial ability differences. In addition, it was found that an appropriate spatial ability measure was needed as a covariate to identify all effects. If gender and spatial ability data had been excluded from the analyses, the findings would have been misleading and incomplete. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | animations pédagogiques |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | explication orale |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | gestuelle |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | habileté spatiale et genre |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | narration |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | spatial ability and gender |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | instructional animations |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | gesturing |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Marcus, Nadine |
| Relator term | author |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Ayres, Paul |
| Relator term | author |
| 786 0# - DATA SOURCE ENTRY | |
| Note | L’Année psychologique | 122 | 3 | 2022-07-21 | p. 537-561 | 0003-5033 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-l-annee-psychologique-2022-3-page-537?lang=en">https://shs.cairn.info/revue-l-annee-psychologique-2022-3-page-537?lang=en</a> |
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