Abstract:

This study examined the impact of multimedia technology namely animation and interaction on spatial skill training. Ninety-eight pupils drawn from three intact classes of lower-secondary school participated in this research. A pre-test post-test control group experimental design was used involving two experimental groups and one control group. Treatments involved training of spatial visualization tasks where the first experimental group (ExpG1) and second experimental group (ExpG2) trained in animation- and interaction-based conditions respectively while the control group (CtrlG) used print-based materials. The groups trained for two hours per week in the school laboratories that spanned evenly for eight weeks. Instrument used for pre-testing and post-testing was the Middle Grade Mathematical Project’s Spatial visualization test and data were analyzed using the Statistical Package for Social Science, SPSS version 16.0. An analysis of variance performed revealed that the participants’ made significant improvement after spatial training. Effects attributed to training condition were detected with group ExpG2 attaining relatively higher gain, and group ExpG1 and group CtrlG tailing closely. Interaction effects were also observed with the following trends: male participants were superior in the interaction-based condition; both genders were on par in animation-based condition; and female participants were better in the control group. This paper also discusses the implications of the findings in light of the emphasis on spatial skill in curricula that entail high spatial ability.

Keywords:

Animation, interaction, multimedia technology, spatial skill.