scholarly journals Development of spatial ability extra tasks (SAET): problem solving with spatial intelligence

2022 ◽  
Author(s):  
Rita Nagy-Kondor ◽  
Saeed Esmailnia
Keyword(s):  
Spatial Ability ◽  
Structural Equation ◽  
Engineering Students ◽  
Spatial Abilities ◽  
Equation Modeling ◽  
First Year ◽  
Curved Surfaces ◽  
Spatial Skills ◽  
Spatial Intelligence ◽  
And Mathematics

AbstractSpatial ability contributes to performance in science, technology, engineering and mathematics (STEM). Spatial skills and creativity are required for engineering studies. Low spatial abilities can lead to the dropout of students’ university studies. In this study the Spatial Ability Extra Tasks (SAET) was developed to evaluate engineering students’ complex spatial abilities. A total of 93 first-year engineering students from University of Debrecen Faculty of Engineering and Sharif University of Technology in Tehran participated, with regard to final mathematical exam and their gender, participated in the study. SAET measures parts of spatial abilities: mental cutting and mental rotation and creativity. Analysis of the findings suggested that SAET is valid and reliable. The separate tests results have been statistically evaluated and conclusions were formulated. We used Structural Equation Modeling analysis. We separate two types of tasks by SAET which are Polyhedron part and Curved Surface part. According to obtained data, accomplished the results: students of University of Debrecen are more successful at Curved Surfaces. In addition students of Sharif University are more successful at Polyhedrons. The square cross section was found by most student in both countries in Polyhedrons. It is remarkable that first-year engineering students of Tehran are more successful at Polyhedrons by pentagon, hexagon and parallelogram solution; and students of Debrecen are more successful by square and rectangle solution. Students of Debrecen are more successful at Curved Surfaces to find circle solution of cylinder, cone and sphere; students of Tehran are more successful by finding parabola solution of cone.

scholarly journals A new structural model for measuring spatial intelligence

2021 ◽  
Vol 9 (4) ◽  
Author(s):  
O. A. Chikova ◽  
V. S. Zolotavin ◽  
R. V. Kamenev ◽  
L. A. Maksimova
Keyword(s):  
Educational Psychology ◽  
Structural Equation ◽  
Structural Model ◽  
Rapid Test ◽  
Spatial Abilities ◽  
Spatial Knowledge ◽  
Equation Modeling ◽  
Spatial Thinking ◽  
Spatial Skills ◽  
Spatial Intelligence

Introduction. The task of studying the structure and dynamics of spatial thinking of schoolchildren and students is relevant for general and educational psychology and private teaching methods. The research goal of the article is to theoretically substantiate, develop and test a structural model for measuring the spatial intelligence of students and schoolchildren.Materials and Methods. On the basis of a comparative analysis of the content of the definition of "spatial intelligence" in domestic and foreign educational psychology (I.S. Yakimanskaya, H. Gardner), a structural model and a rapid test for measuring the spatial intelligence of students and schoolchildren have been developed. The Structural Equation Modeling methodology was used to validate the developed express test. The research sample consisted of 688 schoolchildren from Novosibirsk at the age from 10 to 15 years.Results. The model for measuring the spatial intelligence of students and schoolchildren is developed by correlating the components of spatial intelligence: spatial knowledge, spatial abilities, spatial skills, with the corresponding cognitive processes: perception of space, spatial representation (thinking), spatial imagination. Based on the classification of intelligence tests into three separate categories: spatial perception, spatial visualization, mental rotation from intelligence subtests (R. Amthauer, M.C. Linn, A.C. Petersen, M. Sjölinder), a rapid test was constructed. The reliability (validity) of the express test was confirmed using structural equation modeling by the method of confirmatory factor analysis of models consisting of 15 indicators and one factor (spatial intelligence) or three factors (spatial knowledge, spatial abilities and spatial skills).Discussion and Conclusions. The theoretical significance of the developed structural model is that it reveals the mechanisms of the natural development of spatial intelligence, depending on the degree of formation of its substructures. The practical significance of the obtained result lies in the development of methodological foundations for screening diagnostics of the spatial intelligence of schoolchildren and is due to the high importance of spatial thinking for solving educational problems.

scholarly journals The CAD 3D course improves students’ spatial skills in the technology and design education

2019 ◽  
Vol 7 (1) ◽  
pp. 26-37 ◽  
Author(s):  
Katona János ◽  
Nagy Kem Gyula
Keyword(s):  
Problem Solving ◽  
Spatial Ability ◽  
3D Modeling ◽  
Design Education ◽  
Engineering Students ◽  
First Grade ◽  
Spatial Skills ◽  
Spatial Intelligence ◽  
Computer Aided ◽  
Design Objects

Abstract The nature of 3D ability is deeply considered, but little is known about students’ learning and understandings of technology and about the meaning to become more technologically capable. We considered the spatial intelligence of first-grade engineering students, how much that improved to the effect of 18 times 45 minutes course of computer-aided 3D modeling. We consider the success of our 3D course in spatial intelligence. According to the result of the tests, one-third of the engineer candidates has good spatial intelligence. We introduce some useful problems in 3D education; the presented problems help the students in learning how to solve technology problems, and how to design objects. We offer the intellectual pleasure of problem solving through 3D problems. Our CAD course excellently improves the spatial skills of the middle third of the students. Computer-aided 3D modeling also bridges the gap for students with worse spatial ability. Dealing with students in a more differentiated way about CAD modeling would be advisable.

scholarly journals International Comparative Pilot Study of Spatial Skill Development in Engineering Students through Autonomous Augmented Reality-Based Training

Symmetry ◽  
2020 ◽  
Vol 12 (9) ◽  
pp. 1401
Author(s):  
Hugo César Gómez-Tone ◽  
Jorge Martin-Gutierrez ◽  
Lili Valencia Anci ◽  
Carlos E. Mora Luis
Keyword(s):  
Spatial Ability ◽  
Engineering Students ◽  
Study Groups ◽  
First Year ◽  
Spatial Skills ◽  
Representational System ◽  
Skill Sets ◽  
Spatial Skill ◽  
Significant Difference ◽  
International Comparative

Spatial ability is made up of several sub-components, such as the ability to perform mental rotation and object-based transformations. Together with each individual’s attitudes and general skill sets, this specific ability plays an important role in technical professions such as engineering. The components of spatial ability can be enhanced using targeted training or educational programs. This study analyses the levels of spatial skills in first-year engineering students at two universities, one in Spain and one in Peru. The purpose of the study is to establish the extent of symmetry between these study groups in terms of their spatial skills. Initial comparisons indicate that the Peruvian students have a lower level of spatial skill prior to training than their Spanish cohorts. AR-based training delivering representational system content was used with engineering students at both universities to boost spatial abilities. The results obtained indicate the training was effective, as both experimental groups made significant gains in their level of spatial ability. No difference was detected in either experimental group for the variable gender. The comparison of spatial ability gains between both countries is similar, although there is significant difference in the spatial ability component spatial visualization. In this instance, gains in this component were higher amongst the student population in Peru.

scholarly journals Examining the Relations between Dance and Mathematics among First Class Students

2020 ◽  
Vol 1 (1) ◽  
pp. 21-36
Author(s):  
Mónika Pálinkás-Molnár ◽  
László Bernáth
Keyword(s):  
Primary School ◽  
Spatial Abilities ◽  
First Year ◽  
Spatial Skills ◽  
Primary School Students ◽  
School Students ◽  
Mathematical Skills ◽  
And Mathematics ◽  
The One

Dance and mathematics are seemingly very distant concepts at first glance. In the theoretical parts of our study we show how strongly mathematics and spatial abilities are interrelated, including the correlation between dance and spatial abilities as well. Consequently a hypothesis derives that dance develops spatial abilities, through which it develops mathematical skills at the same time. Our research focused on first year primary school students. During the one month course we applied creative children dance and tasks of movement from drama pedagogy. Children’s abilities were measured pre- and after the course classes with a test of both mathematical and spatial skills. According to this research, we could show some improvement in mathematical skills as a result of the development, but there is no significant improvement in spatial skills. We attempted to find out about the reasons of the results we found.

University entry score

2016 ◽  
Vol 14 (2) ◽  
pp. 328-342 ◽  
Author(s):  
K. Sutton ◽  
A. Williams ◽  
D. Tremain ◽  
P. Kilgour
Keyword(s):  
Spatial Ability ◽  
Three Dimensional ◽  
School Experiences ◽  
Spatial Abilities ◽  
First Year ◽  
Spatial Skills ◽  
Ability Test ◽  
Content Type ◽  
Spatial Performance ◽  
The Relationship

Purpose The purpose of this paper is to provide an insight into the relationship between students’ spatial ability and their university entrance score (Australian Tertiary Admissions Rank [ATAR]). The ATAR provides entry into university studies but does not necessary provide a good measure of students’ spatial skills. Spatial abilities are fundamental to success in many design courses. This paper aims to show whether the ATAR is a good predictor of spatial skills and considers the implications of this. Design/methodology/approach Students entering university design courses in architecture were tested three times during their first year using a three-dimensional (3D) Ability Test (3DAT), an online psychometric test of 3D spatial ability. The students’ results in 3DAT were then compared to students’ ATAR scores using a Pearson’s correlation test were also conducted to assess the relationship between ATAR and spatial performance. Findings There was no correlation between ATAR and spatial performance. Therefore, there was no relationship between an individual’s ATAR and their spatial performance upon entering university. Research limitations/implications Participants were required to select their ATAR from ranges, i.e. 71-80, 81-90 and 91-100, which meant their exact ATAR was not recorded. This meant that the participants were clustered, making it difficult to establish a linear relationship that was a true reflection of the population. Practical implications Initiatives to support students entering design courses may be necessary to compensate for the range of spatial skills students possess when entering university because of their school experiences. Social implications Individuals who have strong spatial skills are able to perform spatial problems faster and more efficiently than those with weak spatial skills. High spatial performance has been shown relate to performance in areas such as mathematics science technology and design. Originality/value This paper fulfils the need to better understand the diversity of spatial abilities students have on entering design courses.

Suicide Risk Among College Student

Crisis ◽  
2015 ◽  
Vol 36 (6) ◽  
pp. 416-423 ◽  
Author(s):  
Richard Shadick ◽  
Faedra Backus Dagirmanjian ◽  
Baptiste Barbot
Keyword(s):  
Sexual Minority ◽  
Students Of Color ◽  
Structural Equation ◽  
Suicide Risk ◽  
Equation Modeling ◽  
First Year ◽  
Chi Square ◽  
First Year College ◽  
Marginalized Groups ◽  
First Year College Students

Abstract. Background: Research on young adults in the general population has identified a relationship between sexual minority identification and risk for suicide. Differential rates of suicidal ideation and attempts have also been found across racial and ethnic groups. Aims: This study examined risk for suicide among university students, based on membership in one or more marginalized groups (sexual minority and racial minority identification). Method: Data were collected from first-year college students (N = 4,345) at an urban university. Structural equation modeling was employed to model a suicidality construct, based on which a "risk for suicide" category system was derived. Chi-square and logistic regression analyses were then conducted to estimate the relationship between the background variables of interest and suicide risk. Results: Students who identified as lesbian, gay, or bisexual (LGB) were associated with higher suicide risk than their heterosexual peers. Students of color were slightly less at risk than their heterosexual peers. However, LGB students of color were associated with elevated suicide risk relative to heterosexual peers. Conclusion: Results indicate that belonging to multiple marginalized groups may increase one's risk for suicide, though these effects are not simply additive. Findings highlight the complexity of the intersection between marginalized identities and suicidality.

Optimal Timing for Launching Installation of Tier 2 and 3 Systems of School-Wide Positive Behavioral Interventions and Supports

2021 ◽  
pp. 109830072199608
Author(s):  
Angus Kittelman ◽  
Sterett H. Mercer ◽  
Kent McIntosh ◽  
Robert Hoselton
Keyword(s):  
Longitudinal Study ◽  
Behavioral Interventions ◽  
Structural Equation ◽  
Equation Modeling ◽  
Optimal Timing ◽  
First Year ◽  
Tier 2 ◽  
Positive Behavioral Interventions ◽  
Tier 1 ◽  
Tier 3

The purpose of this longitudinal study was to examine patterns in implementation of Tier 2 and 3 school-wide positive behavioral interventions and supports (SWPBIS) systems to identify timings of installation that led to higher implementation of advanced tiers. Extant data from 776 schools in 27 states reporting on the first 3 years of Tier 2 implementation and 359 schools in 23 states reporting on the first year of Tier 3 implementation were analyzed. Using structural equation modeling, we found that higher Tier 1 implementation predicted subsequent Tier 2 and Tier 3 implementation. In addition, waiting 2 or 3 years after initial Tier 1 implementation to launch Tier 2 systems predicted higher initial Tier 2 implementation (compared with implementing the next year). Finally, we found that launching Tier 3 systems after Tier 2 systems, compared with launching both tiers simultaneously, predicted higher Tier 2 implementation in the second and third year, so long as Tier 3 systems were launched within 3 years of Tier 2 systems. These findings provide empirical guidance for when to launch Tier 2 and 3 systems; however, we emphasize that delays in launching advanced systems should not equate to delays in more intensive supports for students.

scholarly journals Bridging the gap: blending spatial skills instruction into a technology teacher preparation programme

2021 ◽  
Author(s):  
Diarmaid Lane ◽  
Sheryl Sorby
Keyword(s):  
Teacher Preparation ◽  
Gender Gap ◽  
Future Research ◽  
First Year ◽  
Spatial Skills ◽  
First Year Students ◽  
Base Level ◽  
Technology Teacher ◽  
And Mathematics ◽  
The Impact

AbstractIn recent years, there has been a surge in research in spatial thinking across the international community. We now know that spatial skills are malleable and that they are linked to success across multiple disciplines, most notably Science, Technology, Engineering and Mathematics (STEM). While spatial skills have been examined by cognitive scientists in laboratory environments for decades, current research is examining how these skills can be developed in field-based environments. In this paper, we present findings from a study within a Technology Teacher preparation programme where we examined first-year students’ spatial skills on entry to university. We explain why it was necessary to embed a spatial skills intervention into Year 1 of the programme and we describe the impact that this had on students’ spatial scores and on academic performance. The findings from our study highlight a consistent gender gap in spatial scores at the start of the first-year with female students entering the Technology Teacher preparation programme at a lower base level than male students. We describe how we integrated spatial development activities into an existing course and how an improvement in spatial scores and overall course performance was observed. The paper concludes by discussing the long-term sustainability of integrating spatial interventions within teacher preparation programmes while also highlighting the importance of future research to examine spatial skills as a fundamental component of technological capability.

Digital Native Students

2017 ◽  
Vol 7 (2) ◽  
pp. 13-26 ◽  
Author(s):  
Su-Ting Yong
Keyword(s):  
Gender Gap ◽  
Computer Games ◽  
Qualitative Interviews ◽  
Mathematics Learning ◽  
Spatial Abilities ◽  
Native Students ◽  
Digital Native ◽  
Spatial Skills ◽  
And Mathematics ◽  
The Many

The purpose of this study was to explore gender differences among digital native students in mathematics learning and gaming. A quantitative dominant mixed methods approach was employed in which quantitative surveys [174 students] and qualitative interviews [eight students, eight parents and six teachers] were administered concurrently. Data collected has revealed that students are characterized as digital natives and do not portray a significant gender gap in technology usage. Nevertheless, males and females tend to demonstrate their digital native characteristics differently. Males are more likely to play computer games and acknowledge the many benefits of gaming. Moreover, boys have better spatial skills and they are more confident in mathematics. While females still lag behind males in spatial abilities and mathematics confidence in the past, digital native females are not helping to close the gender gap. Essentially, girls could play more computer games to strengthen their spatial abilities.

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