The impact of spatial information technologies on spatial thinking, academic achievement, and learner attitudes among third-grade primary students

This study explores the impact of spatial information technologies on third-grade primary students’ (aged 8–9) academic achievement, spatial thinking, and attitudes toward the Life Science Course through an explanatory sequential mixed-methods design. In the quantitative phase, a pretest – posttest control group design was used with 150 students, revealing statistically significant improvements across all three variables in favor of the experimental group, with large effect sizes. To deepen understanding, semi-structured interviews were conducted with eight students and three teachers. Thematic analysis identified four key themes: improved conceptual understanding via visualization, development of spatial mental imagery, increased engagement and motivation, and pedagogical benefits and challenges. The findings suggest that spatial information technologies can effectively enhance cognitive, spatial, and affective learning outcomes when thoughtfully integrated with teacher support. This study contributes to the literature on technology-enhanced learning by demonstrating the educational value of spatial information technologies in promoting deep, meaningful learning within early primary education settings.