Key points are not available for this paper at this time.
The positive impact of computer-based technology in education varies in part as a function of the individual abilities of users. A model is proposed for how individual differences are expected to affect performance when technology is introduced. The primary cognitive factor driving differences in performance using computer-based technology is spatial visualization ability. Four techniques for mitigating the negative impact of low spatial visualization are discussed. The use of spatial metaphors and graphical user interfaces are promising, but interface apparency, revealing hidden relationships and showing contingencies, and interface manipulatability, allowing users to directly manipulate objects and see intermediate steps, are the most likely to benefit individuals with low spatial visualization ability.
Kent L. Norman (Tue,) studied this question.