Effects of interface and spatial ability on manipulation of virtual models in a STEM domain

Abstract

Virtual models are increasingly employed in STEM education to foster learning about spatial phenomena. However, the roles of the computer interface and students' cognitive abilities in moderating learning and performance with virtual models are not yet well understood. In two experiments students solved spatial organic chemistry problems using a virtual model system.Two aspects of the virtual model interface were manipulated: display dimensionality (stereoscopic vs. monoscopic displays) and the location of the hand-held device used to manipulate the virtual molecules (co-located with the visual display vs. displaced). The experimental task required participants to interpret the spatial structure of organic molecules and to manipulate the models to align them with orientations and configurations depicted by diagrams in Experiment 1 and three-dimensional models in Experiment 2. Co-locating the interaction device with the virtual image led to better performance in both experiments and stereoscopic viewing led to better performance in Experiment 2. The effect of co-location on performance was moderated by spatial ability in Experiment 1, and the effect of providing stereo viewing was moderated by spatial ability in Experiment 2. The results are in line with the abilityas-compensator hypothesis: participants with lower ability uniquely benefited from the treatment, while those with higher ability were not affected by stereo or co-location. The findings suggest that increased fidelity in a virtual model system may be one way of alleviating difficulties of low-spatial participants in learning spatially demanding content in STEM domains.

What are we talking about when we talk about STEM education? A review of literature

“…from which others originating from technology and engineering are incorporated, as well as developing skills from the three disciplines studied. Likewise, Barrett and Hegarty (2016) study molecular structure in their educational intervention, incorporating technological tools (software for creating two-dimensional [2D] and 3D models), and engineering knowledge and skills to complement the teaching of the scientific content described.…”

Benefits of immersive collaborative learning in CAVE-based virtual reality

“…Evidence in favor of this hypothesis comes from a meta-analysis of 27 experiments, in which Höffler (2010) showed low spatial ability learners benefitted more from animations versus static pictures, or 3D versus 2D illustrations compared to high spatial ability learners. However, more recent studies showed mixed results, with some reporting benefits of additional spatial information for low spatial ability (Barrett & Hegarty, 2016;Kühl, Stebner, Navratil, Fehringer, & Münzer, 2018;Lee & Wong, 2014;Münzer, 2015;Sanchez & Wiley, 2014), and others reporting benefits for high spatial ability groups (Vindenes, de Gortari, & Wasson, 2018;Wu, Lin, & Hsu, 2013). When virtual learning environments were used in these studies, these were predominantly of the non-immersive kind, with a few notable exceptions (e.g.…”

“…When virtual learning environments were used in these studies, these were predominantly of the non-immersive kind, with a few notable exceptions (e.g. Barrett & Hegarty, 2016;Vindenes et al, 2018). For research focusing on the learning benefits of CAVEs, individual differences due to spatial visualizations are expected to be critical because of users spatially moving around in the virtual world.…”

Virtual Reality Technology

“…According to Sarıtas (2015) meaningful construction of knowledge on molecular geometry by pre-service chemistry teachers has always been a great challenge of chemistry learning leading to misconceptions. However, recently, virtual reality technology (VRT) has been widely proposed to serve as an innovative technology for providing highly immersive and interactive chemistry class with three-dimensional learning environment (Al-Balushi, Al-Musawi, Ambusaidi, & Al-Hajri, 2017; Barrett & Hegarty, 2016) . Therefore, chemistry teacher candidates possessed positive beliefs about VR technology in enhancing understanding, motivation, and schematic thinking schematically.…”