{"title":"数字游戏对小学生空间推理能力的影响","authors":"Di Liu, Linxuan Yi, Rui Kang","doi":"10.1111/jcal.70138","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Background</h3>\n \n <p>Spatial reasoning is a crucial factor in students' mathematics performance. Providing training to elementary students in spatial reasoning is a promising way to improve their performance in mathematics. The use of digital games to assist instruction has been found to have a positive impact on students' spatial reasoning.</p>\n </section>\n \n <section>\n \n <h3> Objective</h3>\n \n <p>This study incorporates digital games into mathematics classrooms to investigate their effects on fourth graders' spatial reasoning.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>The participants were randomly assigned to the experimental group or the control group, with the experimental group using a blended learning approach and the control group still receiving regular instruction. Before and after four sessions of intervention, both groups took a pretest and a posttest on object observation and mental rotation skills.</p>\n </section>\n \n <section>\n \n <h3> Results and Conclusions</h3>\n \n <p>The Analysis of Covariance (ANCOVA) results revealed that the experimental group showed significantly greater improvement in the two tasks compared to the control group, even after accounting for initial differences. Furthermore, the hierarchical linear regression results indicated that students' performance in the game was predictive of their performance in the object observation task.</p>\n </section>\n \n <section>\n \n <h3> Implications</h3>\n \n <p>Overall, the results of this study highlight the potential of digital game environments in developing spatial reasoning. The incorporation of digital games into educational practice can be an effective way to develop and improve students' spatial reasoning.</p>\n </section>\n </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 6","pages":""},"PeriodicalIF":4.6000,"publicationDate":"2025-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70138","citationCount":"0","resultStr":"{\"title\":\"The Impact of a Digital Game on Spatial Reasoning for Elementary School Students\",\"authors\":\"Di Liu, Linxuan Yi, Rui Kang\",\"doi\":\"10.1111/jcal.70138\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Background</h3>\\n \\n <p>Spatial reasoning is a crucial factor in students' mathematics performance. Providing training to elementary students in spatial reasoning is a promising way to improve their performance in mathematics. The use of digital games to assist instruction has been found to have a positive impact on students' spatial reasoning.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Objective</h3>\\n \\n <p>This study incorporates digital games into mathematics classrooms to investigate their effects on fourth graders' spatial reasoning.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Methods</h3>\\n \\n <p>The participants were randomly assigned to the experimental group or the control group, with the experimental group using a blended learning approach and the control group still receiving regular instruction. Before and after four sessions of intervention, both groups took a pretest and a posttest on object observation and mental rotation skills.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results and Conclusions</h3>\\n \\n <p>The Analysis of Covariance (ANCOVA) results revealed that the experimental group showed significantly greater improvement in the two tasks compared to the control group, even after accounting for initial differences. Furthermore, the hierarchical linear regression results indicated that students' performance in the game was predictive of their performance in the object observation task.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Implications</h3>\\n \\n <p>Overall, the results of this study highlight the potential of digital game environments in developing spatial reasoning. The incorporation of digital games into educational practice can be an effective way to develop and improve students' spatial reasoning.</p>\\n </section>\\n </div>\",\"PeriodicalId\":48071,\"journal\":{\"name\":\"Journal of Computer Assisted Learning\",\"volume\":\"41 6\",\"pages\":\"\"},\"PeriodicalIF\":4.6000,\"publicationDate\":\"2025-10-09\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70138\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Computer Assisted Learning\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/jcal.70138\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Computer Assisted Learning","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/jcal.70138","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
The Impact of a Digital Game on Spatial Reasoning for Elementary School Students
Background
Spatial reasoning is a crucial factor in students' mathematics performance. Providing training to elementary students in spatial reasoning is a promising way to improve their performance in mathematics. The use of digital games to assist instruction has been found to have a positive impact on students' spatial reasoning.
Objective
This study incorporates digital games into mathematics classrooms to investigate their effects on fourth graders' spatial reasoning.
Methods
The participants were randomly assigned to the experimental group or the control group, with the experimental group using a blended learning approach and the control group still receiving regular instruction. Before and after four sessions of intervention, both groups took a pretest and a posttest on object observation and mental rotation skills.
Results and Conclusions
The Analysis of Covariance (ANCOVA) results revealed that the experimental group showed significantly greater improvement in the two tasks compared to the control group, even after accounting for initial differences. Furthermore, the hierarchical linear regression results indicated that students' performance in the game was predictive of their performance in the object observation task.
Implications
Overall, the results of this study highlight the potential of digital game environments in developing spatial reasoning. The incorporation of digital games into educational practice can be an effective way to develop and improve students' spatial reasoning.
期刊介绍：
The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope
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