The role of a graphical interpretation factor in the assessment of Spatial Visualization: A critical analysis

Bartlett, Kristin A.; Camba, Jorge D.

doi:10.1080/13875868.2021.2019260

Cited by 15 publications

(6 citation statements)

References 61 publications

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“…Our analyses indicated that they appeared to measure the same construct, such that a model indicating a single ability underlying these two tests (Model A) was a better fit to the data than a model (Model B), assuming that they measured distinct abilities. Although it has recently been argued that the interpretation of impoverished graphics (with limited depth cues) may be a source of difficulty in spatial ability measures (Bartlett and Camba 2023b), it appears that the difference in depth cues provided by these two tests is not a major source of variance. That is, although these two tests differ in the depth cues provided, they measure a common ability.…”

Section: Discussionmentioning

confidence: 99%

“…A refined 38-item cross-section test was created comprising the 28 SBST and 10 PRT items that showed good discriminability. The SBST images of the solids to be sliced had depth cues, including shading, while the PRT items showed line drawings with limited depth cues (see Figure 2) and, therefore, may have depended more on familiarity with graphical conventions (Bartlett and Camba 2023b). To examine whether the items from these two tests measured distinct abilities, we compared a unidimensional 2PL model (Model A, Figure 3), indicating that all 38 items measure a common dimension of ability, to a non-hierarchical multidimensional 2PL model (Model B, Figure 3), indicating that the two tests measure distinct but correlated constructs.…”

Section: Combined Task Item Response Theory Analysis: Model Comparisonsmentioning

confidence: 99%

See 1 more Smart Citation

Visualizing Cross-Sections of 3D Objects: Developing Efficient Measures Using Item Response Theory

Munns,

He,

Topete

et al. 2023

J. Intell.

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Spatial ability is important for success in STEM fields but is typically measured using a small number of tests that were not developed in the STEM context, have not been normed with recent samples, or have not been subjected to modern psychometric analyses. Here, an approach to developing valid, reliable, and efficient computer-based tests of spatial skills is proposed and illustrated via the development of an efficient test of the ability to visualize cross-sections of three-dimensional (3D) objects. After pilot testing, three measures of this ability were administered online to 498 participants (256 females, aged 18–20). Two of the measures, the Santa Barbara Solids and Planes of Reference tests had good psychometric properties and measured a domain-general ability to visualize cross-sections, with sub-factors related to item difficulty. Item-level statistics informed the development of the refined versions of these tests and a combined measure composed of the most informative test items. Sex and ethnicity had no significant effects on the combined measure after controlling for mathematics education, verbal ability, and age. The measures ofcross-sectioning ability developed in the context of geology education were found to be too difficult, likely because they measured domain knowledge in addition to cross-sectioning ability. Recommendations are made for the use of cross-section tests in selection and training and for the more general development of spatial ability measures.

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Section: Discussionmentioning

confidence: 99%

Section: Combined Task Item Response Theory Analysis: Model Comparisonsmentioning

confidence: 99%

Visualizing Cross-Sections of 3D Objects: Developing Efficient Measures Using Item Response Theory

Munns,

He,

Topete

et al. 2023

J. Intell.

View full text Add to dashboard Cite

show abstract

“…Our ability to perceive, mentally represent, manipulate a spatial environment and navigate through it is greatly impacted by visuospatial perception (Henry and Furness 1993). Visual perception also plays a role in the ability to grasp objects in our visual eld and the ability to shift our gaze to different places in space (Bartlett & Dorribo Camba, 2023;De Luca et al, 2023;Guo et al, 2016a;He et al, 2019). According to studies, the association areas of the visual cortex are divided into two major component pathways: parieto-occipital regions to process information regarding both visual motion and spatial orientation in humans and inferotemporal region to process visual information about the form and color of objects (Kim et al, 1997;Kolb & Whishaw, 2009).…”

Section: Spatial Perception and Landmarksmentioning

confidence: 99%

The impact of visuospatial cues on human spatial perception abilities

Salehi,

Pariafsai,

Dixit

2024

Preprint

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In this study, we conducted spatial perception tests, including distance perception (DP) and size perception (SP) tests, under various experimental conditions to investigate their effects on response accuracy and response time. Participants were divided into a control group (CG), Experimental group 1 (EG1), and Experimental group 2 (EG2). Significant differences were observed between CG and EG1, as well as between EG1 and EG2, with CG and EG2 showing higher response accuracy compared to EG1. Response time differences were also significant among the three groups. Further analysis revealed no significant difference in DP test accuracy means, indicating that limited or no availability of landmarks did not impact participants' distance perception. However, SP test accuracy showed a significant difference, suggesting that the presence or absence of landmarks influenced participants' ability to perceive size. Pairwise comparisons indicated that SP responses in CG and EG2 were more accurate than in EG1. Response time analysis showed a significant difference in SP test response time between EG1 and EG2, with EG1 having longer response times. Gender analysis in EG1 revealed that males performed more accurately than females in this test condition. Demographic factors such as age and gamer/non-gamer status did not significantly influence participants' response accuracy. Participants' performance on DP and SP tests revealed consistent overestimation of distance in the sagittal plane and underestimation in the frontal plane. SP test results indicated that most participants overestimated the height of the cube and underestimated its depth, with no significant gender or gamer/non-gamer differences. This study contributes valuable insights into the impact of experimental conditions on spatial perception, emphasizing the importance of considering these factors in designing tasks or interventions requiring spatial perception. The findings have implications for fields such as cognitive psychology, human-computer interaction, and virtual reality design.

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“…The paper by Bartlett and Camba argues that common spatial skills tests rely on the ability to comprehend two-dimensional representations of three-dimensional objects and highlight the visual problems in the stimuli used in these tests. It also discusses studies demonstrating improved performance by enhancing the clarity and realism of the stimuli, suggesting that the graphical interpretation factor may introduce bias and reduce the validity of spatial skills assessments [29]. The study by Barison examines the experience of teaching Geometric Drawing, Descriptive Geometry, and Technical Drawing courses remotely during the COVID-19 pandemic, focusing on the planning process, challenges faced by teachers and students, and evaluating the effectiveness of the remote teaching methodology through student questionnaires conducted in 2020 and 2021 [30].…”

Section: Literature Reviewmentioning

confidence: 99%

Fused filament fabrication in CAD education: A closed-loop approach

Totuk,

Selvi,

Akar

2023

International Journal of Mechanical Engineering Education

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Integrating low-cost fused filament fabrication 3D printing as a foundation for learning 3D modelling is explored. This method blends traditional computer aided design (CAD) instruction with additive manufacturing possibilities. Experimental results demonstrate increased comprehension speed and reduced learning time. This hands-on approach empowers students by enabling direct engagement with the modelling process. Analogous to reverse engineering, the strategy instructs engineering students from final product to model creation, closing the gap between theory and practice. Incorporating 3D printing bridges this divide, enhancing understanding, creativity and problem-solving. The study underscores technology's influence on learning strategies, aligning with the surge of 3D printing in education. Results link advanced design technology usage to improved student performance, with 3D-printed materials yielding 45% higher grades and 30% faster task completion. This study advocates curricular advancement for design-focused careers through enhanced technology integration and favourable 3D printing model reception.

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The role of a graphical interpretation factor in the assessment of Spatial Visualization: A critical analysis

Cited by 15 publications

References 61 publications

Visualizing Cross-Sections of 3D Objects: Developing Efficient Measures Using Item Response Theory

Visualizing Cross-Sections of 3D Objects: Developing Efficient Measures Using Item Response Theory

The impact of visuospatial cues on human spatial perception abilities

Fused filament fabrication in CAD education: A closed-loop approach

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