Various Spatial Skills, Gender Differences, and Transferability of Spatial Skills

Wang, Lu

doi:10.1007/978-3-319-44385-0_5

Cited by 6 publications

(5 citation statements)

References 127 publications

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“…Tasks were created with the Unreal Engine 4 (software) of the American Epic Games studio written in C++. For static VSA, three tasks were designed based on Linn and Petersen's (1985) taxonomy which is considered valid and has been commonly used in spatial cognition literature (e.g., Lowrie et al, 2017;Suh & Cho, 2020;Uttal et al, 2013;Wang, 2017). First, we used the Water Level task (Piaget & Inhelder, 1956) to measure participants' spatial perception.…”

Section: Methodsmentioning

confidence: 99%

Improving Soccer Players’ Memorization of Soccer Tactics: Effects of Visual Realism, Soccer Expertise, and Visuospatial Abilities

Mahfoudh

Zoudji

2022

Percept Mot Skills

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In this study we aimed to examine the effect of visual realism on soccer players’ memorization of soccer tactics according to their level of expertise and visuospatial abilities. We divided 48 volunteers into novice and expert soccer players and had them first perform a multitask visuospatial abilities (VSA) test and then undergo training with three dynamic soccer scenes, each presented with varied levels of realism (schematic, moderately realistic and highly realistic). We then tested players’ memorization and reproduction of the soccer scenes and measured their visual processing with eye-tracking glasses to identify their cognitive processes during memorization. We found that reducing visual realism improved visual processing and memorization when compared to higher realism (p < .001). Second, both higher (versus lower) player expertise and higher (versus lower) VSA influenced visual processing and enhanced memorization efficiency (p < .001). Third, there were significant interaction effects between visual realism, player expertise, and player VSA (p < .001) such that players with high VSA benefited more from reduced (versus accentuated) visual realism than did players with low-VSA. Thus, increasing visual realism can hinder tactical learning effectiveness, especially for learners who lack domain expertise and visuospatial abilities. Practically speaking, coaches and educators might improve their communications by tailoring tactical instructions to learners’ cognitive skills.

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Section: Methodsmentioning

confidence: 99%

Improving Soccer Players’ Memorization of Soccer Tactics: Effects of Visual Realism, Soccer Expertise, and Visuospatial Abilities

Mahfoudh

Zoudji

2022

Percept Mot Skills

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“…This might be linked to teachers' knowledge of pupils' spatial insight, which they obtain from the mathematic tests. Boys generally show more spatial awareness than girls (Reilly et al, 2017;Wang, 2017). Spatial awareness is important in construction and mechanics.…”

Section: Teacher and Learner Characteristicsmentioning

confidence: 97%

“…The better performance of boys on the SMT task may be related to the Spatio-temporal skill that this task requires. Tasks that require Spatiotemporal skills are known to be performed better by boys than by girls (Reilly et al, 2017;Wang, 2017).…”

Section: Teacher and Learner Characteristicsmentioning

confidence: 99%

Teacher judgement accuracy of technical abilities in primary education

Wammes

Slof²,

Schot

et al. 2022

Int J Technol Des Educ

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Accurate teacher judgements can enhance pupils' learning about science and technology. This study explored primary school teachers' judgements about their pupils' ability to reconstruct an electrical and a mechanical system. The judgement accuracy of most teachers was poor, gender-biased, and underestimation was more common than overestimation. The teachers’ gender or self-efficacy beliefs do not seem to affect their judgement accuracy, whereas greater technical knowledge and teaching experience might be beneficial. The teachers’ judgements were primarily based on their estimation of pupils’ cognitive abilities and learning behaviour, which both had less bearing on pupils’ performance than the teachers had expected. Diagnostic tasks for technical abilities, like the ones used in this study, can be used by primary school teachers working with children aged nine and above to calibrate their judgement accuracy and adapt their teaching to their pupils’ varying levels of prior knowledge. Pupils’ performance on these non-verbal tasks can reveal unexpected abilities.

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“…[27] insist that spatial ability is higher among young girls and favour boys as they are getting older. Both genders use different strategies for orientation and mental rotation [28]. Individuals who are capable of using more strategies achieve more, while those with higher spatial abilities can better express their strategies verbally [29].…”

Section: Geography and Spatial Skills In Kindergartenmentioning

confidence: 99%

Untitled

2021

IJE

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The construction of space in children develops gradually, as they grow up and is related both to their environment and to their spatial and/or geographical experiences. According to previous studies, spatial thinking is malleable, and can be developed with the use of appropriate teaching interventions and educational material. Geospatial thinking and reading map skills required to decode map symbols are a relatively new and very interesting topic in kindergarten's education. Significance of this study is the creation of two large-scale giant maps, laminated, and appropriate to accompany teaching material that can be used in a teaching intervention based on the Greek kindergarten curriculum. The first map (scale of 1:1000) is a map of the city of Mytilene, and the second one (scale of 1:20000) is of the island of Lesvos; both have dimensions 3X4 meters. The purpose of this study is to present the creation of spatial teaching material, so that map skills in Kindergarten education can be cultivated and developed in order to provide kindergarten teachers with large scale-giant maps and encourage them to introduce them to their teaching, as large scale-giant maps are really powerful educational tools for the development of their pupils' spatial skills.

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Various Spatial Skills, Gender Differences, and Transferability of Spatial Skills

Cited by 6 publications

References 127 publications

Improving Soccer Players’ Memorization of Soccer Tactics: Effects of Visual Realism, Soccer Expertise, and Visuospatial Abilities

Improving Soccer Players’ Memorization of Soccer Tactics: Effects of Visual Realism, Soccer Expertise, and Visuospatial Abilities

Teacher judgement accuracy of technical abilities in primary education

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