Inferring cross-sections of 3D objects

Sanandaji, Anahita; Grimm, Cindy; West, Ruth

doi:10.1145/3119881.3119888

Cited by 8 publications

(5 citation statements)

References 4 publications

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“…Regarding the lack of a third dimension in the ray casts view, we believe that allowing the user to manually segment the 3D topologies into 2D planar cross-sections would bring out the best in both visualizations [28] . This would both legitimize the use of the planar ray casts as a fully spatial visualization approach and make the topology view to provide better usability and require a lesser workload demand, besides allowing for the use of the other interaction techniques.…”

Section: Discussionmentioning

confidence: 99%

Augmented situated visualization methods towards electromagnetic compatibility testing

Guarese

Andreasson

Nilsson

et al. 2021

Computers & Graphics

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Highlights Development and user assessment of an Augmented Situated Visualization of EMC data. Significant effect of the interaction methods on the time taken for data extraction. Significant effect of the interaction methods used on walking steps. Significant effect of the interaction and visualization methods on task correctness. Results suggest that specific techniques may be used depending on the task requisites.

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Section: Discussionmentioning

confidence: 99%

Augmented situated visualization methods towards electromagnetic compatibility testing

Guarese

Andreasson

Nilsson

et al. 2021

Computers & Graphics

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“…Their findings suggest that the SBST is an appropriate tool for characterizing spatial visualization challenges and strategies demonstrated by engineering students. Sanandaji et al (2017) modify the SBST by presenting participants with 3D stimuli and biological shapes relative to the 3D geometric shapes found in the SBST. Their study (n = 40) suggested that overall performance improved when participants could see objects rotating in 3D, and that inferring cross-sections of biological shapes is more difficult than pure geometric shapes.…”

Section: Assessment Of Penetrative Thinking Abilitymentioning

confidence: 99%

“…Objects in levels 1-9 were designed according to the difficulty guidelines used in the SBST (Cohen and Hegarty, 2012). Organic shapes used in levels 10-12 were based on work done by Sanandaji et al (2017) describing how organic and biological shapes pose a higher challenge than pure geometric shapes when inferring cross-sections.…”

Section: Vr-tei Condition and "Keep The Ball Rolling" Gameplaymentioning

confidence: 99%

“…Are geometric primitives (e.g., cubes and cylinders), as seen in the SBST examples we modeled some of our game levels on, more intuitive than the joined, embedded, or organic ones we used in the later levels? Sanandaji et al (2017) report that cross-sections of biological shapes are more difficult to interpret than pure geometric shapes. It is likely easier to imagine a cross-section of a pyramid (see Figure 6) than the body of a crab or a donut-themed torus embedded in a cube (three objects from our game).…”

Section: Transferability Of Penetrative Thinking Skillsmentioning

confidence: 99%

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Thinking Through the Box: Evaluating a 3D Game to Engage Penetrative Thinking

Pathak

Chang

Resch

et al. 2020

Front. Virtual Real.

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Spatial skills allow us to mentally imagine and manipulate objects and their spatial relations. These skills are crucial in both every day and expert tasks. The present paper reports on an evaluation of a 3D game developed to train a specific spatial skill known as penetrative thinking—the ability to imagine cross-sections of 3D objects from their surface features. In the game, users change the location and orientation of a virtual plane to make cuts through 3D objects in a series of spatial puzzles. Users operate an interface to position the virtual plane until a “slice” at the location of the plane matches a target cross-section of a virtual object. Multiple spatial puzzles with different properties are completed throughout the game. In one version of the game, users completed the puzzles in an immersive virtual environment and operated a tangible interface to move the virtual plane. A secondary version of the game required users to view the puzzles in a virtual environment displayed on a computer screen, and to position the slicing plane with a keyboard and mouse. Participants (n = 45) completed a measure of penetrative thinking (Santa Barbara Solids Test) before and after completing one of three interventions: the game with the tangible interface (n = 15), the game with the keyboard interface (n = 15), or a series of (control) questions (n = 15). Although there were no significant pre-/post-intervention changes in penetrative thinking in any of the groups, participants' performance in the game correlated with scores on a standardized test of penetrative thinking. These results provide evidence that the game and the standardized test accessed similar spatial skills and, as a consequence, indicate that the 3D game has the potential to be a valid approach for training penetrative thinking skills.

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“…For example, while traditional spatial tests use black and white line drawings to depict shapes, the authors of the Santa Barbara Solids Test employed computer rendering to create shaded color figures for the stimulus material (Cohen and Hegarty, 2012). In a later iteration, researchers used video animations instead of static images to present the figures (Sanandaji et al, 2017). Researchers developed a gamified Mental Cutting Test for the Android mobile platform (Tóth et al, 2020) in which users had the option to display the shapes in augmented reality (AR) as a "lifeline" on difficult questions.…”

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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Inferring cross-sections of 3D objects

Cited by 8 publications

References 4 publications

Augmented situated visualization methods towards electromagnetic compatibility testing

Augmented situated visualization methods towards electromagnetic compatibility testing

Thinking Through the Box: Evaluating a 3D Game to Engage Penetrative Thinking

A gamified approach to assessing mental rotation in virtual reality

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