EDUCATIVE EFFECTS OF SPATIAL VISUALISATION

Authors

  • Miloš Prokýšek Charles University in Prague
  • Vladimír Rambousek Charles University in Prague

DOI:

https://doi.org/10.7160/eriesj.2013.060103

Keywords:

education, planar visualization, spatial visualization, mental model, spatial intelligence

Abstract

The article deals with the issue of the impact of spatial visualization on education. It reports on some of the findings of a research project focused on defining the correlation between components of spatial intelligence and absorbing the information presented by planar or spatial visualization. The research examined educational impact of differences in mental models of lower-secondary school students watching spatial visualization in relation to mental models formed through watching planar visualization and also a level of cognitive strain of learners perceiving spatial and planar visualization in relation to their specific predispositions, namely to various components of spatial intelligence.

References

  • Dalgarno, B., Lee, M. (2010) ‘What are the learning affordances of 3-D virtual environments?, British Journal of Educational Technology, vol. 41, no. 1, pp. 10-32.

  • Esparrachiari, S. et al. (2005) ‘Virtual Reality Learning Tool for Electrophysiology’, Proceedings of the II Workshop TIDIA FAPESP, Sao Paolo, pp. 6-12.

  • Górska,  R. (2005) ‘Spatial Imagination an Overview of the Longitudinal Research at Cracow University of Technology’, Journal for Geometry and Graphics, vol. 9, no. 2, pp. 201-208.

  • Häkkinen, J. et al. (2006) ‘Simulator Sickness in Virtual Display Gaming : A Comparison of Stereoscopic and Non-stereoscopic Situations’. In MobileHCI 06 : Proceedings of the 8th conference on Human-computer interaction with mobile devices and services. New York : ACM, pp. 227-229.

  • Mikropoulos, T., Natsis, A. (2011) ‘Educational virtual environments: A ten-year review of empirical research (1999-2009)’, Computers & Education, vol. 56, no. 3, pp. 769-780.

  • Oh, K.E. et al. (2011) ‘Which properties in 3D visualizations cause comprehension difficulties?’ Proceedings of the American Society for Information Science and Technology, vol. 48, no. 1, pp. 1-4.

  • Prokýšek, M., Rambousek, V. (2012) ‘Efficiency of the application of spatial visualization in instruction in relation to spatial intelligence’. In 9th International Conference on Efficiency and Responsibility in Education (ERIE 2012), pp. 481-488,  Praha: ČZU Praha.

  • Sekuler, R., Blake, R. (2005) Perception. (5th edition), New York: McGraw-Hill.

  • Schiller, P., Slocum W., Jao, B., Weiner V. (2011) ‘The integration of disparity, shading and motion parallax cues for depth perception in humans and monkeys’, Brain Research, vol. 1377, pp. 67-77.

  • SILC (2008) Spatial Intelligence and Learning Center, [Online], Available: http://spatiallearning.org [2012-07-12].

  • Sorby, S. (2007) ‘Developing 3D spatial skills for engineering students’, Australasian Journal of Engineering Education, vol. 13, no. 1, pp. 1-11.

  • Sternberg, R. (2002) Kognitivní psychologie : Cognitive psychology. Praha: Portál.

  • Tamborini, R., Skalski, P. (2006) ‘The Role of Presence in the Experience of Electronic Games’. In Playing video games : motives, responses, and consequences, pp. 225-240.

  • Additional Files

    Published

    2013-03-31

    How to Cite

    Prokýšek, M. and Rambousek, V. (2013) ’EDUCATIVE EFFECTS OF SPATIAL VISUALISATION’, Journal on Efficiency and Responsibility in Education and Science, vol. 6, no. 1, pp. 24–33. https://doi.org/10.7160/eriesj.2013.060103

    Issue

    Section

    Research Paper