Presentation of Complex Medical Information: Interaction Between Concept Maps and Spatial Ability on Deep Learning

Susan M. Miller, Ying Geng, Robert Z. Zheng and Aaron Dewald
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Susan M. Miller: Kent State University, USA
Ying Geng: Kent State University, USA
Robert Z. Zheng: University of Utah, USA
Aaron Dewald: University of Utah, USA

International Journal of Cyber Behavior, Psychology and Learning (IJCBPL), 2012, vol. 2, issue 1, 42-53

Abstract: The purpose was to test the effect of placement of concept maps on learning complex medical information presented online. Blocked by a median split of scores on the Paper Folding Test (Ekstrom, French, & Harman, 1979), college students were randomly assigned to one of three experimental conditions (map before text, map after text, and no map). For purposes of analyses, learners were categorized into low and high ability groups using the lower and upper 25% of scores. A 3 X 2 MANOVA was performed on two correlated dependent variables, recall and application, revealing a statistically significant interaction effect on application learning. For this dependent variable, low spatial ability learners in the no map condition (control group) scored statistically significantly lower than high spatial ability learners.

Date: 2012
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