Exploring and enhancing spatial thinking skills: Learning differences of university students within a web‐based GIS mapping environment

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Abstract
There is a dearth of research concerning the learning effects of web‐based mapping tools on students with different learning characteristics. This study investigates the extent that different learning styles exert an influence on spatial thinking of students within a web‐based GIS mapping environment. Thirty six sophomores utilized the tools over one semester in a course guided by a blended learning approach. A learning style inventory, a self‐rating questionnaire and a survey were administered to these students to examine their learning styles, the development of their spatial thinking skills as well as factors influencing the enhancement of their spatial thinking skills. Results show that all learners have improved their spatial thinking skills after interacting with the GIS mapping tools. However, the visual and auditory learners have improved significantly more than the kinaesthetic learners ( p  = 0.024). The survey result from students shows that such differences may be attributable to the design of the web interface that matches the learning styles of the visual and auditory learners better than with that of the kinaesthetic learners. Our findings contribute to the current debate on students’ learning styles as well as to help instructional designers and educators optimize learning in spatial thinking through personalized learning design.
Funding Information
  • Shanghai Municipal Human Resources and Social Security Bureau (13901-412223-16009)
  • Shanghai Municipal Human Resources and Social Security Bureau (13901-412223-16009])

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