Static vs. dynamic visuals in computer assisted instruction

Abstract

A literature review revealed that spatial abilities (visualization and relation) may be developed by creating an internal schema by which a student may be able to manipulate two-dimensional images of objects into three-dimensional mental images. Students of engineering graphics need these abilities during their school and professional lives but may not be learning them. An experiment was conducted to determine which of two methods of presenting graphic images would enhance student achievement and spatial abilities. The objectives of the study were to ascertain if a series of static visual presentations or a series of dynamic visual presentations would allow students to achieve higher performance test scores and/or higher mental rotation test scores. Six descriptive geometry concepts were chosen for the subject matter. Six computer assisted instruction (CAI) lessons were developed (three static and three dynamic) along with relevant performance tests and an opinion questionnaire. The CAI lessons and tests were evaluated at Texas A&M University during a pilot study in the 1989 Spring Semester. The experiment was conducted during the 1989 Spring Semester. Students in four sections of ENDG-105 engineering design graphics at Texas A&M University served as subjects. A mental rotation pretest was given to all subjects during the week prior to the experiment. All subjects were administered the lessons and tests on Monday, Wednesday, and Friday. The following week the same mental rotation test was given as a posttest..