An Argument for Visualization Technologies in Spatial Skills Assessment

Bartlett, Kristin A.; Camba, Jorge D.

doi:10.1007/978-3-031-05657-4_3

Cited by 4 publications

(2 citation statements)

References 29 publications

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“…Future work could also use a different approach to validate the training, such as by incorporating the pre-and post-spatial testing into the spatial training instrument itself. This may be advantageous, as VR may also be a more accurate medium to use to assess spatial skills in comparison to traditional tests [74].…”

Section: Limitations and Future Workmentioning

confidence: 99%

The Influence of Immersive and Collaborative Virtual Environments in Improving Spatial Skills

et al. 2023

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The use of Virtual Reality (VR) is growing in popularity in educational contexts. In this work, we present a novel software application based on immersive VR in which users can interact simultaneously with a model in a shared virtual scene and maintain audiovisual communication. The 3D model-building activity within the application was designed to improve spatial skills. Twenty-nine industrial engineering students completed the modeling activity in groups of two or three. Post-test scores showed significant improvement over pre-test scores for both spatial tests used to measure the effectiveness of the instrument in improving spatial skills. Participants rated the application favorably in terms of usability and functionality. Results suggest that spatial training in a collaborative immersive virtual environment has the potential to be an effective approach to improving spatial skills.

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Section: Limitations and Future Workmentioning

confidence: 99%

The Influence of Immersive and Collaborative Virtual Environments in Improving Spatial Skills

et al. 2023

Self Cite

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“…Bartlett and Camba (2023a) argued that this trend of improved scores with improved stimuli realism demonstrates that spatial tests like the MRT and the PSVT:R may not be accurate measures of mental rotation, since graphics interpretation impacts performance (Bartlett and Camba, 2023a). They also suggested that the use of more natural representations of the shapes can result in more accurate assessments of mental rotation skill (Bartlett and Camba, 2022). Thus, we hypothesized that using VR to present questions from the MRT and PSVT:R would lead to a stronger relationship between the amount of "mental rotation" needed to solve a question and the difficulty of the question.…”

Section: Introductionmentioning

confidence: 99%

A gamified approach to assessing mental rotation in virtual reality

Bartlett,

Palacios-Ibáñez,

Camba

2024

Proc. Des. Soc.

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We present a new spatial skills assessment tool, the Virtual Reality Mental Rotation Assessment. Results suggest that the gamified immersive experience enabled increased levels of engagement and motivation and the instrument was likely not biased in favor or people with past virtual reality (VR) experience. Using VR did not appear to introduce additional problems beyond those present in a traditional spatial test, as moving one's body to change perspective did not correlate with improved performance. Our findings have implications for training and assessing spatial skills in engineering.

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Comparing cognitive load in learning spatial ability: immersive learning environment vs. digital learning media

Jian,

Abu Bakar

2024

Discov Sustain

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Spatial ability is an important skill for art students, and its learning difficulty lies in the students' need to form abstract three-dimensional thinking and spatial perception. Common digital learning media (DLM) consume many cognitive resources and result in a limited spatial ability for students to learn. Previous studies have shown that virtual reality (VR) technology has unique advantages in improving spatial ability and training design thinking. This study uses VR technology to design an immersive learning environment (ILE) and discusses the differences between students' learning performance and cognitive load in DLM mode based on slides and ILE mode based on VR technology. Twenty-eight first-year university students participated in the experiment, divided into control and experimental groups based on their entrance grades and gender. The student's learning performance and cognitive load were obtained through academic ability tests and questionnaires. The experimental results show that the main effect of the learning environment is significant. Students in ILE have lower cognitive load and higher learning performance, and gender does not significantly influence cognitive load and academic performance. However, DLM increases students' cognitive load, and the cognitive load of females is higher than that of males. The results of this study provide a reference for future spatial ability learning and the impact of cognitive load on learning performance while also supporting efforts towards sustainable development by promoting innovative educational approaches aligned with the Sustainable Development Goals (SDG).

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An Argument for Visualization Technologies in Spatial Skills Assessment

Cited by 4 publications

References 29 publications

The Influence of Immersive and Collaborative Virtual Environments in Improving Spatial Skills

The Influence of Immersive and Collaborative Virtual Environments in Improving Spatial Skills

A gamified approach to assessing mental rotation in virtual reality

Comparing cognitive load in learning spatial ability: immersive learning environment vs. digital learning media

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