Spatial Ability: Its Influence on Learning with Visualizations—a Meta-Analytic Review

Abstract

This meta-analytical review focuses on the role of spatial ability when learning with pictorial visualizations. By means of selective theoretical review and meta-analysis (the latter regarding 27 different experiments from 19 studies), several sub-factors of spatial ability are considered as well as dynamic and non-dynamic, interactive and non-interactive visualizations. An overall effect of r=0.34 (95%-CI 0.28 to 0.39) demonstrating a medium advantage for high-spatial-ability learners when working with visualizations is calculated. More importantly, two moderators could be identified: Learners with low spatial ability can be significantly supported by a dynamic instead of a non-dynamic visualization as well as by 3d-instead of 2d-illustrations. Results are discussed in consideration of contemporary theories of multimedia learning.In educational practice, non-dynamic and, increasingly, dynamic visualizations are a common tool to support the learning process. While the positive influence of visualizations in general seems undisputed and well-documented (cf. Mayer 2005), there is more skepticism as to dynamic visualizations. What is more, the role of individual differences increasingly shifts in focus: do all learners profit equally from visualizations? And if not, how can those learners be supported? While there are some conclusive reviews considering the role of prior knowledge (e.g., Kalyuga 2007), the role of spatial ability on learning with visualizations is still rather unclear. Though, at first glance, an obvious moderator variable, previous studies did not find consistent results as to its role. Hence, the present metaanalytical review aims at revealing if and in which way spatial ability influences learning with visualizations. While the meta-analysis itself is quite narrowly focused, the overall goal to demonstrate the importance of considering individual differences in learning is not.

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