Research into Spatial Intelligence and the Efficiency of the Application of Spatial Visualization in Instruction

Educational Functions of Augmented Reality

“…Control information for the system in the application, 'Helmets', was an element of real environment, specifi cally the face of the user. Application solution for the system was characterised by the active participation of users and relatively realistic virtual display components in the form of static or animated 2.5D objects (Prokýšek et al, 2013;Oh et al, 2011). Th e principle of the application was to display a virtual object in the form of historical helmets and pieces of armour from the shoulders up on the student.…”

“…Augmented reality is realised by the help of various technical solutions (AR systems), each characterised by diff erent properties, which signifi cantly aff ect their possible use in education. AR systems can be divided into three basic categories (Jeřábek, Rambousek, &Wildová, 2015): (1) systems with a HMD solution (Head-Mounted Display) [Azuma, 1997;Milgram, 1994;Rolland & Hua, 2005;Prokýšek, Rambousek, & Wildová, 2013), (2) handheld systems, and (3) stationary systems (Dunleavy, Dede, & Mitchell, 2009;Drascic & Milgram, 1996;Bimber & Raskar, 2005;Hong et al, 2014). Th e main criterion for the distribution of AR systems is the user mobility, which is essential for educational use.…”

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“…In this sense, Kostiainen et al (2018) argue that to stimulate meaningful learning the design of instructional methods should also contemplate the emotions of students. Concerning learning outcomes, in a pilot research, Prokýšek et al (2013) observed that there exists a correlation between the way the curricular content is implemented -planar vs. spatial visualization-and school success and the results obtained by students. According to these researchers visual-spatial intelligence (subject matter presented through spatial visualization) also influences in the acquisition of knowledge.…”

"Toward an architectural theory of innovation: Explicating design, networks, and microprocesses"

“…Furthermore, they engage in framing and deep immersion into problems, searching for meanings and assumptions, as antecedents to solving (Kolko, 2010). A growing body of literature indicates that they rely heavily upon visuo-spatial intelligence-the visualization of three dimensional space and objects also known as mental rotation (Goeke, König, & Gramann, 2013;Moustafellos, 2014;Prokýsek, Rambousek, & Wildová, 2013;Schnabel & Kvan, 2003;Sorby, 2009;Uttal et al, 2013). By deploying visualization techniques for abduction, designers may gain cognitive benefits in the form of greatly reduced inference sorting and determination associated with written or spoken language (Thagard & Shelley, 1997 concept mapping, sketching, and prototyping (e.g., building physical scale models) that embody or explain ideas.…”