A Study of Augmented Reality for the Development of Spatial Reasoning Ability

Abstract

and then his M.S. and Ph.D. in Computer Science from the University of California, Berkeley. His research considered various user interfaces for humancomputer interaction among users with a wide range of technology skills. Bell later completed a post doc at UC Berkeley focused on teaching programming to non-computer science majors, and the development of spatial reasoning abilities for engineering students. Bell has worked at Michigan State University since 1995. His work focused on the development of K-12 teacher abilities to use technology for teaching and learning. His recent research has focused on distance learning and collaboration through telepresence. One key aspect of this work is the study of embodied content for learning and collaboration. Embodied content includes collaborative textual environments as well as augmented/mixed reality. Other research includes idea-centered teaching and learning.

An Exploration of Augmented Reality in an Introductory Engineering Graphics Course

“…Multiple studies have highlighted the use of AR as a visualization tool to enhance the learning experience of students (Allen et al, 2011;Bell et al, 2018;Dünser et al, 2012;Schiavone, 2020). Allen et al (2011) noted that AR helped subjects visualize the intention of the design, and Dünser et al (2012) suggested that AR has the potential to assist in the learning of 3D concepts.…”

“…Allen et al (2011) noted that AR helped subjects visualize the intention of the design, and Dünser et al (2012) suggested that AR has the potential to assist in the learning of 3D concepts. Studies by Bell et al (2018) and Schiavone (2020) highlighted the ability of AR to enhance the spatial visualization skills and reasoning of low-performing students.…”

A Study of an Augmented Reality App for the Development of Spatial Reasoning Ability

“…have benefit for developing spatial reasoning [4], and is several times greater than what was reported for a prior study of the use of an augmented reality app [18]. To answer our first question, namely, whether extended time in a handheld augmented reality app led to greater spatial reasoning gains than taking a conventional class alone, we did a quantitative analysis of the change in test scores on the PSVT:R assessment.…”

“…See Figure 3 for examples of various games and activities that were included. Bell, et al [18] hypothesized that limited time in an augmented reality app might explain the minimal benefits of the app. Since a key question for this study was whether or not additional time in using an augmented reality app might lead to greater benefit, the app was designed to promote longer engagement.…”

“…Prior studies of augmented reality have been mixed, with some finding significant benefit, e.g., [16] and [17], with students who used augmented reality growing significantly more in their mental rotation scores as compared to students who used "the conventional method" (presumably using abstract representations, such as paper and pencil based 2-dimensional drawings). Bell, et al [18] found significant benefit for those with poor incoming spatial abilities and that augmented reality narrowed the gender gap that had been found in a conventional classroom approach.…”