ArticleFrontiers in psychology2026
Research on the impact of different teaching methods on students' spatial ability and three-dimensional geometric thinking.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Spatial ability is a fundamental cognitive skill that is a strong predictor of success in STEM education. Three-dimensional geometric thinking is the formalized expression of spatial ability when solving three-dimensional geometric problems. Although technology and embodied cognition are regarded as potential means to promote students' spatial ability and three-dimensional geometric thinking development, currently there are few studies focusing on the relative influence of different teaching methods on students' spatial ability and three-dimensional geometric thinking, as well as the moderating effect of students' initial spatial ability on teaching methods. Based on the theory of multimedia learning and cognitive load, this study designs a teaching method that integrates GeoGebra (a dynamic visualization tool) and gestures (a form of embodied cognition). The study adopted a quasi-experimental pre-test-post-test control group design. The differences in the independent and integrated effects of GeoGebra and gesture cognitive enhancement methods, as well as the moderating role of students' initial spatial ability, were explored. The research results show that: (1) Although the spatial ability scores of all teaching groups have significantly improved from the pre-test to the post-test, there is no significant difference among the three teaching methods. (2) There are significant differences in the influence of the three teaching methods on students' three-dimensional geometric thinking. (3) Students' initial spatial ability does not significantly moderate the effect of teaching methods, but it is the main predictive factor for the post-test of spatial ability and three-dimensional geometric thinking. (4) The overall influence of students' initial spatial ability on three-dimensional geometric thinking is greater than that of teaching methods. This study provides reference suggestions for teachers to design spatial ability and three-dimensional geometric thinking cultivation programs that match the differences in students' spatial abilities.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.