Sentence examples for spatial students from inspiring English sources

Creating visual explanations should be an effective way to improve performance, especially in low spatial students.

The visual explanations of high spatial students contained more information and more of the information that predicts learning outcomes.

Again, to address a priori predictions that embedding would be especially beneficial for low spatial students, the marginal interaction was followed-up with a test of simple slopes.

However, the experience level of the teacher cannot account for the pattern of results showing that low spatial students learned better from the embedded condition.

However, the results were well aligned with theories of embodied cognition and previous research indicating that low spatial students can perform as well as high spatial students when given the appropriate supports (Sanchez & Wiley, 2010, 2014; Stieff, Dixon, Ryu, Kumi, & Hegarty, 2014).

While providing visualizations to learners does not always help the low spatial students to learn more (Höffler, 2010), sometimes it fulfills a compensatory role such that low spatial students' understanding benefits from the external support or grounding that is provided by visualizations.

Creating visual explanations of a range of phenomena should be an effective way to augment students' spatial thinking skills, thereby increasing the effectiveness of these explanations as spatial ability increases.

This research aims to investigate college students' spatial awareness.

Furthermore, mediation analysis showed that the effect of representational mode was mediated by students' spatial representations of learning content.

Creating visual explanations is likely to enhance students' spatial thinking skills, skills that are increasingly needed in the contemporary and future world.

For spatial thinking, generally, students physically transform the 2D paper into a 3D object and back to paper by both folding and unfolding.