# Research on the impact of different teaching methods on students’ spatial ability and three-dimensional geometric thinking

## TL;DR

This study examines how different teaching methods affect students' spatial skills and 3D geometry thinking, finding that initial spatial ability is a stronger predictor than teaching methods.

## Contribution

The study introduces a novel teaching method combining GeoGebra and gestures to enhance spatial and geometric thinking.

## Key findings

- All teaching methods improved spatial ability, but no single method was significantly better.
- Teaching methods had significant effects on three-dimensional geometric thinking.
- Initial spatial ability strongly predicts post-test outcomes more than teaching methods.

## 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.