Challenges requiring coordinated movement of multiple people, representations, and objects elicited correspondingly high frequencies of extrinsic-dynamic spatial reasoning¶

Claim · All claims
Evidence · 1 study · qualitative r? · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The 3D You and Get in the Game challenges, which require coordinated movement of multiple people, physical and digital representations, and objects simultaneously, showed high frequencies of extrinsic-dynamic spatial reasoning. → Ramey 2019

Evidence¶

Ramey 2019¶

Ramey, K. E., Stevens, R., & Uttal, D. H. (2019). In-FUSE-ing STEAM Learning with Spatial Reasoning: Distributed Spatial Sensemaking in School-based Making Activities. https://doi.org/10.1037/edu0000422

q2 · i? · qualitative · r?

Interaction analysis of episodes in the 3D You and Get in the Game challenges, which "require the coordinated movement of multiple people, physical and digital representations, and objects simultaneously", showed high extrinsic-dynamic reasoning. Frequencies are descriptive.

"In both of these challenges, we observed correspondingly high frequencies of extrinsic-dynamic spatial reasoning."

Discussion¶

Learner Variables¶

• Spatial Ability — outcome: instruction changes it

Related Claims¶

• Different FUSE challenges facilitated different types of spatial reasoning, with CAD-software challenges eliciting relatively high intrinsic-dynamic and extrinsic-dynamic reasoning — related
• During FUSE making activities, students engaged in frequent and diverse spatial reasoning, with 9393 coded instances across 13 types spanning all four quadrants of the spatial-skills matrix — a broader claim this one bears on
• Students drew mainly on peers and materials rather than adults as resources for spatial reasoning, using other students in 44 percent of resource-use instances and adults in 9 percent — related