A gender issue? - How touch-based interactions with dynamic spatial objects support performance and motivation of secondary school students

• Published in: Computers and education Vol. 143; p. 103677
• Main Authors: Zander, Steffi, Montag, Michael, Wetzel, Stefanie, Bertel, Sven
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 01.01.2020
• Subjects: Dynamic representations; Gender differences; Motivation; Spatial abilities; Touch interaction; Spatial abilities; Gender differences; Touch interaction; Dynamic representations; Motivation
• ISSN: 0360-1315; 1873-782X
• DOI: 10.1016/j.compedu.2019.103677

Mobile devices are seen to incorporate characteristics which can support learning and problem solving in general and specific abilities, such as spatial ones (e.g. mental rotation). Central relevant characteristics of these devices are the availability of multiple representations (e.g. dynamic and static) and the direct interaction via touch, pointing and tracing with displayed information. The primary aim of the present study was to investigate the effectiveness of direct interactive, dynamic interactions with spatial tasks on mobile devices as compared to purely static, non-interactive versions of the same tasks. We expected that dynamic, interactive tasks support mental processes while solving spatial tasks would be especially helpful for learners with difficulties in mental rotation and low expectancies regarding their spatial abilities. Therefore, the second focus of the study was to examine whether the expected beneficial effects of dynamic interactions were equally beneficial for both genders. This was motivated by previous studies that revealed gender differences in performance and motivational beliefs regarding spatial tasks to the disadvantage of females. We used a mixed within-between subject design with presentation format (static vs. dynamic) and gender (female vs. male) as factors and success rate, mental effort, intrinsic motivation, and frustration as dependent variables. The study was conducted in four classes (7th grade, N = 46) in two secondary schools. To test gender related pre-assumptions, spatial abilities and motivation were assessed before solving the actual rotation tasks. A MANOVA with single-comparison follow-up tests revealed increased success rates and decreased mental effort for both genders in the dynamic condition, whereas beneficial effects for intrinsic motivation and frustration were restricted to female students. Process data for rotation behavior was registered for dynamic tasks: an analysis hinted at more exploratory ways of solving spatial tasks for females and at more goal-oriented approaches for male students. •Direct touch-based interaction on mobile devices is beneficial when solving spatial tasks.•Success rates are increased for direct interaction with dynamic compared to static tasks.•Intrinsic motivation is increased for direct interaction with dynamic tasks only for females.•Frustration is decreased when solving dynamic spatial tasks for females but not for males.