Semi-Immersive Virtual Reality for Improving the Mental Rotation Skill for Engineering Students: an Experimental Study

Alqahtani, Asmaa Saeed; Daghestani, L.; Ibrahim, Lamiaa Fattouh

doi:10.4172/2324-9307.1000180

Cited by 7 publications

(7 citation statements)

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“…Others have altered the difficulty of the test: Datta and Roy (2016) used fewer, colored and shaded stimuli, in each question. While others recognized the MRT as a tool to develop spatial skill: Marusan et al (2006) built a web application for visuospatial rehabilitation following traumatic brain injury, and Alqahtani et al (2017) used a semi-immersive Virtual Mental Rotation Training (VMRT) system to develop mental rotation skills in engineering students. Additionally, the Dynamic Spatial Test in Augmented Reality (DSTAR)-effectively non-immersive VR (not AR) since the see-through functionality of the HMD was disabled-tested participants' ability to mentally rotate, remember, and then reconstruct 3D objects in a 4 × 4 grid (Kaufmann et al, 2008).…”

Section: Beyond the Mrtmentioning

confidence: 99%

The Immersive Mental Rotations Test: Evaluating Spatial Ability in Virtual Reality

Lochhead

Hedley

Çöltekin

et al. 2022

Front. Virtual Real.

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Advancements in extended reality (XR) have inspired new uses and users of advanced visualization interfaces, transforming geospatial data visualization and consumption by enabling interactive 3D geospatial data experiences in 3D. Conventional metrics (e.g., mental rotations test (MRT)) are often used to assess and predict the appropriateness of these visualizations without accounting for the effect the interface has on those metrics. We developed the Immersive MRT (IMRT) to evaluate the impact that virtual reality (VR) based visualizations and 3D virtual environments have on mental rotation performance. Consistent with previous work, the results of our pilot study suggest that mental rotation tasks are performed more accurately and rapidly with stereo 3D stimuli than with 2D images of those stimuli.

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Section: Beyond the Mrtmentioning

confidence: 99%

The Immersive Mental Rotations Test: Evaluating Spatial Ability in Virtual Reality

Lochhead

Hedley

Çöltekin

et al. 2022

Front. Virtual Real.

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“…Moreover, Medina Herrera et al (2019) reported a notable increase in students' final grades and a decrease in failure rates following the implementation of a 3D-based methodology in the mathematics curriculum. These findings suggest that the integration of 3D tools can positively impact both academic performance and student motivation in mathematics classrooms (Bishop, 1989;Arcavi, 2003;Battista, 2007;Pitta-Pantazi and Christou, 2010;Alqahtani et al, 2017;Buentello Montoya et al, 2021). Furthermore, assessments conducted in various studies indicate that students achieve higher scores, particularly in sections assessing spatial and problem-solving abilities, which are crucial components of mathematical proficiency (Humphreys et al, 1993;Martín-Gutiérrez et al, 2015;Medina Herrera et al, 2019).…”

Section: Spatial Abilitymentioning

confidence: 97%

“…Both skills are interconnected and mutually reinforce each other in the learning and problem-solving process involving spatial concepts. Spatial reasoning is a trainable skill that can be improved through practice and deliberate training (Alqahtani et al, 2017;Lowrie et al, 2018). Research has shown a causal relationship between enhanced spatial reasoning and improved mathematical understanding (Lowrie et al, 2018;Kovacevic, 2019;Medina Herrera et al, 2019).…”

Section: Spatial Abilitymentioning

confidence: 99%

“…Spatial visualization plays a pivotal role in the integration of augmented reality (AR) and virtual reality (VR) technologies, these immersive tools leverage spatial understanding to create interactive and lifelike experiences (Alqahtani et al, 2017;Gilligan et al, 2022). By harnessing spatial visualization abilities, learners can seamlessly interact with virtual objects and environments, enhancing their understanding and engagement with mathematical concepts (Sorby, 2009;Kovacevic, 2019).…”

Section: Introductionmentioning

confidence: 99%

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Enhancing mathematical education with spatial visualization tools

Medina Herrera,

Juárez Ordóñez,

Ruiz-Loza

2024

Front. Educ.

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IntroductionThis article highlights the innovative approach of incorporating spatial visualization tools in mathematics education, specifically focusing on the exploration of virtual environments and 3D printing. By integrating these advanced technologies, educators can enhance the learning experience and facilitate a deeper understanding of mathematical concepts. This research delves into the potential benefits and practical applications of these tools, shedding light on their effectiveness in fostering spatial reasoning skills and promoting active student engagement. The study aims to uncover new avenues for leveraging technology in the mathematics classroom and re-imagining the teaching and learning process.MethodsTo assess the progress in spatial visualization ability, the Revised Purdue Spatial Visualization Test (Revised PSVT: R) was administered as both a pre-test and a post-test to a sample of 255 students divided into control and experimental groups.ResultsThe findings indicate that the control group exhibited no significant development (p = 0.163) and had a minimal effect size of change (g = 0.035), whereas the experimental group demonstrated a substantial improvement in spatial visualization ability (p < 0.05) with a noteworthy medium effect size of change (g = 0.325). Furthermore, an analysis of variance was conducted to compare the mean normalized change in spatial visualization ability between the control and experimental groups. The results, with 95% confidence, establish that the normalized spatial visualization change is significantly higher in the experimental group. Specifically, the experimental group witnessed a 25% increase in spatial visualization skills, while the control group only experienced a 5% increase.DiscussionOur study demonstrates the significance and effectiveness of integrating spatial visualization tools in mathematics education to enhance students’ spatial reasoning skills and mathematics understanding.

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“…Christou et al, 2007;Widder & Gorsky, 2013), as well as few experiments with virtual reality (e.g. Alqahtani, Daghestani, & Ibrahim, 2017). According to Widder and Gorsky (2013), the use of 3D computer simulation may help students overcome visual obstacles as well as reduces unnecessary cognitive load, thus making mental resources available for thinking and learning.…”

Section: Training In Mental Rotationmentioning

confidence: 99%

Strategies Applied by Pre-service Elementary School Mathematics Teachers for Coping with Tasks that Require a Mental Rotation

Patkin

Shriki

Barkai

2018

Int J of Sci and Math Educ

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Despite the plethora of research in the field of mental rotation, researchers are still divided over a range of related issues, particularly the processes involved in coping with mental rotation tasks. This field of research, for the most part, is descriptive rather than interpretative, leading to the absence of a theoretical framework to enable the development of a coherent dedicated training program. Against this background, the present study is underpinned by the assumption that identifying relations between strategies that potentially lead to a successful coping with mental rotation tasks and those that do not lead to success might help us in designing a dedicated training program for pre-service teachers. The study involved 122 pre-service elementary school mathematics teachers. They responded to a questionnaire that included, among others, two tasks that required performing mental rotation. In line with other studies, the results of the present study indicate that there is an advantage to implementing a holistic strategy over an analytic one. However, the mere implementation of a certain strategy does not guarantee that one would draw a correct conclusion, as the same strategy might lead to either correct or incorrect conclusion. Based on these results, we inferred that there is a mechanism that mediates between the strategy employed and the conclusion reached. Apparently, in the context of mental rotation, the study of strategies does not allow understanding the essence of this mechanism, and in order to construct an interpretative theory, an alternative course of inquiry is needed.

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Semi-Immersive Virtual Reality for Improving the Mental Rotation Skill for Engineering Students: an Experimental Study

Cited by 7 publications

References 0 publications

The Immersive Mental Rotations Test: Evaluating Spatial Ability in Virtual Reality

The Immersive Mental Rotations Test: Evaluating Spatial Ability in Virtual Reality

Enhancing mathematical education with spatial visualization tools

Strategies Applied by Pre-service Elementary School Mathematics Teachers for Coping with Tasks that Require a Mental Rotation

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