Using three-dimensional geospatial technology in primary school: students' achievements, spatial thinking skills, cognitive load levels, experiences and teachers' opinions

In this study has examined effects of using Google Earth as a three-dimensional geospatial technology on primary school students' achievements, spatial thinking skills and cognitive load levels. It also has been determined students' experiences and teachers' opinions regarding process. This study has based on mixed research method. Participants has consisted of 60 fourth grade students and three teachers. One-group pre-experimental design has used to compare students' pre-test and post-test averages of achievement, spatial visualization and mental rotation, and also their weekly cognitive load levels. Moreover, it has employed case study to reveal students' experiences in relation to learning process and to obtain teachers' opinions on using Google Earth in social science education. As data collection instruments, has used achievement, spatial visualization, mental rotation tests, cognitive load scale, teacher and student interview guides, and student observation form. Descriptive and inferential statistical methods, paired sample t-test and repeated measures ANOVA, have used to analysis the quantitative data. Qualitative data has analyzed by content analysis. According to results, using Google Earth has significantly effects on students' achievements and mental rotation skills positively whereas it has not an effect on their spatial visualization skills. Although students have high cognitive load levels in each week, most of them has been able to perform Google Earth tasks successfully. The positive opinions of teachers about Google Earth will encourage primary school teachers to use three-dimensional geospatial technologies in social science education.

Dergi

EDUCATION AND INFORMATION TECHNOLOGIES

Yıl

2022

Cilt

27

Sayı

4

Sayfa

4925-4954

ISSN

1360-2357

eISSN

1573-7608

DOI

10.1007/s10639-021-10810-x

WoS UID

WOS:000741237700003