Training in Technologically Enabled Environments

Abstract

The paper reports the findings from an experimental research study based on the pretest–posttest control group design, which examined the differential outcomes of spatial ability training attributed to training condition and gender. The study sample was comprised of 98 eighth graders (36 girls, 62 boys). The first experimental group (EG1) trained in interaction condition, the second experimental group (EG2) trained in animation condition, and the control group (CG) used printed materials. The groups underwent eight 2-hour weekly sessions, and the Spatial Visualization test and a survey questionnaire were used to collect the research data. Data were analyzed using the SPSS version 16.0. The findings reveal that spatial ability can be trained and interaction is the most effective condition. An interaction effect is observed with boys, who attained performance gains differentially, whereas girls are condition-neutral. Implications of the findings are also discussed.

Using 3D virtual fitting room stimuli to enhance older adults' spatial visualization skills

“…Considering the control group had lower pre‐test accuracy on the paper folding task thus more room to improve, the results are encouraging that only the experimental group showed improvement. This is consistent with the findings of previous research that an interaction‐enabled virtual environment was useful in improving older adults' spatial abilities (Rafi et al, 2008), and supports the effectiveness of the 3D VFR stimuli. The results also align with the findings of Min and Chang (2022) that VFR attributes of garment patternmaking have the potential to enhance older adults' improvement scores and positively impacted their spatial visualization abilities.…”

“…The current study found that gender was not predictive of participants' improvement scores. Although previous findings have shown gender differences in the outcomes of spatial training, (e.g., Bruin et al, 2016; Feng et al, 2007; Rafi et al, 2008; Sherwin, 2003), men and women participants often differ in their spatial skills before training. When they were pair‐matched on spatial skills, thus men and women started with comparable pre‐test scores, their rate of learning did not differ (Spence et al, 2009).…”

“…Both immersive and nonimmersive VR‐based exercises have been the focus of multiple types of spatial ability studies and have proved to be effective tools to assess and improve the spatial visualization abilities of older adults with mild cognitive impairment (Chen, 2006; Durlach et al, 2000; Sayma et al, 2020). In particular, a low‐immersive, screen‐based virtual environment with the use of traditional input devices (e.g., mouse and keyboard), has had significant impacts on spatial visualization training (Rafi et al, 2008). These affordable VR technologies, which use mouse‐controlled navigation in a 3D environment and provide easy user control of the screen‐based environment, provide learning potential.…”

“…These affordable VR technologies, which use mouse-controlled navigation in a 3D environment and provide easy user control of the screen-based environment, provide learning potential. For instance, Rafi et al (2008) conducted an experimental study on visualization training using a desktop spatial trainer and found that the participants achieved greater improvement compared to the control group. These VR-based exercises allow older adults to engage in hand-eye coordination movements such as navigation with sufficient visual stimuli (Chiarovano et al, 2015).…”

The Effect of Virtual Reality Assisted Robotics Coding Teaching on Spatial Visualization and Coding Skills

“…The related literature displayed that, spatial visualization and mental rotation abilities have been measured with virtual environment and mostly real environment applications (Rafi et al, 2008;Uygan, 2011). However, in the literature, studies have been made with real environments and objects related to robotics and Lego Mindstorms.…”