Learning in stereo: The relationship between spatial ability and 3D digital anatomy models

AbstractThe interaction time of students who did spatial ability tests in a virtual reality environment is analyzed. The spatial ability test completion times of 240 and 61 students were measured. A desktop display as well as the Gear VR were used by the former group and by the latter one, respectively. Logistic regression analysis was used to investigate the relationship between the probability of correct answers and completion times, while linear regression was used to evaluate effects and interactions of following factors on test completion times: the users’ gender and primary hand, test type and device used. The findings were that while the completion times are not significantly affected by the users’ primary hand, other factors have significant effects on them: they are decreased by the male gender in itself, while they are increased by solving Mental Rotation Tests or by using the Gear VR. The largest significant increment in interaction time in virtual reality during spatial ability tests is when Mental Rotation Tests are accomplished by males with the Gear VR, while the largest significant decrease in interaction time is when Mental Cutting Tests are completed with a desktop display.

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The Effect of Spatial Ability on the Demand for Spatial Processing Resources

Proceedings of the Human Factors Society Annual Meeting ◽

10.1177/154193128603000703 ◽

1986 ◽

Vol 30 (7) ◽

pp. 624-627 ◽

Cited By ~ 1

Author(s):

William L. Derrick ◽

Thomas M. McCloy ◽

William P. Marshak ◽

Gretchen L. Seiler ◽

Pamela A. Reddick

Keyword(s):

Spatial Ability ◽

Air Force ◽

Air Force Academy ◽

Ability Group ◽

Capacity Model ◽

Variable Capacity ◽

Spatial Tasks ◽

Processing Resources ◽

Spatial Resources ◽

The Relationship

Building upon previous research, this study examined the relationship between the deployment of spatial resources in the performance of spatial tasks and the level of spatial ability possessed by subjects. Ten Air Force Academy cadets, classified as either high or low in spatial ability by paper and pencil measures, performed tasks that presumably demanded spatial resources. Both the baseline and dual task level of performance was superior for the high spatial ability group. These findings are related to a variable capacity model of processing resources.

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Evaluation of the relationship between spatial abilities and anatomy learning

Anatomy (International Journal of Experimental and Clinical Anatomy) ◽

10.2399/ana.20.769500 ◽

2020 ◽

Vol 14 (2) ◽

pp. 139-144

Author(s):

Mustafa Aydın ◽

Mehmet Tuğrul Yılmaz ◽

Muzaffer Şeker

Keyword(s):

Mental Rotation ◽

Spatial Ability ◽

Significant Contribution ◽

Spatial Abilities ◽

School Students ◽

Mental Rotation Test ◽

Practical Applications ◽

Significant Difference ◽

The Mean ◽

The Relationship

Objectives: The aim of this study was to examine the relationship between the spatial abilities of medical school students and their learning in anatomy. Methods: The spatial abilities of the 120 students (74 females, 46 males) were examined using Mental Rotation Test (MRT). The relationship between the mental rotation scores and the mean scores of their practical and theoretical anatomy examinations was determined in terms of gender. Results: The study revealed that mental rotation skills of female participants were lower than males; however, there was no significant difference in their exam (theoretical and practical anatomy examinations) scores in terms of gender. The spatial ability of the students had a low level significant effect on their anatomy scores, regarding practical applications. Conclusion: The results of the study revealed a significant relationship between students’ spatial ability and their success in practical anatomy examinations. This suggests that improving spatial ability skills may have a significant contribution to practical anatomy learning and may be considered as a part of anatomy education.

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