Technical drawing course, video games, gender, and type of school on spatial ability

2019 ◽  
Vol 112 (5) ◽  
pp. 575-589
Author(s):  
Babalola Ogunkola ◽  
Carlos Knight
Keyword(s):  
Video Games ◽  
Spatial Ability ◽  
Technical Drawing ◽  
Type Of School

scholarly journals Bagaimana Mengembangkan Kemampuan Spasial dalam Pembelajaran Matematika di Sekolah?: Suatu Tinjauan Literatur

2020 ◽  
Vol 1 (2) ◽  
pp. 60-72
Author(s):  
S Sudirman ◽  
Fiki Alghadari
Keyword(s):  
Video Games ◽  
Literature Review ◽  
Everyday Life ◽  
Spatial Ability ◽  
Spatial Relations ◽  
Spatial Visualization ◽  
Spatial Abilities ◽  
Spatial Language ◽  
Learning Mathematics ◽  
Folding Paper

Spatial ability is an important one of the abilities for completing many tasks in everyday life successfully. Spatial ability is considered a type of different ability to others. Therefore, there needs a study on how are the characteristics of spatial abilities and to develop in schools. This paper is to reveal the ways are developing spatial abilities in learning mathematics. Based on literature review from some research, at least that there are six ways to develop spatial abilities in learning mathematics, namely: (1) using spatial language in daily interactions; (2) teaching for sketching and drawing; (3) using a suitable game; (4) using a tangram; (5) using video games; and (6) origami and folding paper. Playing video games like Tetris are exercises for spatial relations, mental rotation, spatial orientation, and spatial visualization.

scholarly journals Un análisis de la capacidad espacial en estudios de ingeniería técnica

2015 ◽  
Vol 9 (2) ◽  
pp. 85-106
Author(s):  
Iera Arrieta ◽  
María Concepción Medrano
Keyword(s):  
Spatial Ability ◽  
Teaching And Learning ◽  
Technical Drawing ◽  
San Sebastian

Desde el siglo pasado se ha recalcado la importancia que tiene la capacidad espacial en la in-teligencia y en la enseñanza-aprendizaje de las Matemáticas. En este trabajo se ha elegido el modelo de Carroll para analizar la capacidad espacial del alumnado de la Escuela Politécnica Universitaria de San Sebastián. Se han planteado tres objetivos: (a) analizar la capacidad es-pacial de los estudiantes de primero en función de la especialidad y del sexo, y en relación con la nota obtenida en dibujo técnico; (b) analizar, igualmente, la capacidad espacial de los estudiantes de tercero; y (c) comparar ambos resultados.An analysis of spatial ability in technical engineering studiesSince the last century, the importance of spatial ability has been emphasized in regards to intelligence and the teaching and learning of mathematics. In this work we have chosen the Carroll model to analyze the spatial ability of students in the Polytechnic University School of San Sebastián. We have proposed three objectives: to analyze the spatial ability of students of first course based on specialty and sex, and in relation to the grade obtained in technical drawing; to analyze, in a similar manner, the spatial ability of students of third course; and compare both results.Handle: http://hdl.handle.net/10481/34156WOS-ESCI

scholarly journals Interdisciplinary Learning Methodology for Supporting the Teaching of Industrial Radiology through Technical Drawing

2021 ◽  
Vol 11 (12) ◽  
pp. 5634
Author(s):  
Diego Vergara ◽  
Manuel P. Rubio ◽  
Jamil Extremera ◽  
Miguel Lorenzo
Keyword(s):  
Spatial Ability ◽  
Engineering Students ◽  
Information And Communications Technology ◽  
The Sustainable Development ◽  
Interdisciplinary Learning ◽  
Technical Drawing ◽  
Students First ◽  
The One ◽  
Didactic Material ◽  
Educational Methodology

Technical drawing (TD) is a subject frequently perceived by engineering students as difficult and even lacking in practical application. Different studies have shown that there is a relationship between studying TD and improvement of spatial ability, and there are precedents of works describing successful educational methodologies based on information and communications technology (ICT), dedicated in some cases to improving spatial ability, and in other cases to facilitating the teaching of TD. Furthermore, interdisciplinary learning (IL) has proven to be effective for the training of science and engineering students. Based on these facts, this paper presents a novel IL educational methodology that, using ICT-based tools, links the teaching of industrial radiology with the teaching of TD, enhancing the spatial ability of students. First, the process of creating the didactic material is described in summary form, and thereafter, the way in which this educational methodology is implemented in the classroom. Finally, we analyze how the use of ICT-based didactic tools such as the one described in this paper can contribute to the achievement of the sustainable development goals set out in the 2030 Agenda of the United Nations.

scholarly journals DEVELOPING SPATIAL ABILITY USING 3D MODELING IN LOWER SECONDARY SCHOOL

2014 ◽  
Vol 61 (1) ◽  
pp. 113-120
Author(s):  
Andrej Šafhalter ◽  
Srečko Glodež ◽  
Boris Aberšek ◽  
Karin Bakračevič Vukman
Keyword(s):  
Cognitive Development ◽  
Spatial Ability ◽  
3D Modeling ◽  
Dimensional Space ◽  
Three Dimensional ◽  
Three Dimensions ◽  
Control Group ◽  
Modeling Tools ◽  
Technical Drawing ◽  
Post Test

In recent years 3D modeling has been increasingly utilized during product design in lower secondary schools as well. Its greatest advantage over classical technical drawing and 2D drawing software lies in the fact students are able to observe the object they are designing from all the viewpoints of a virtual three-dimensional space. Since thinking and visualization in the process of object design also appear in three dimensions, the mental manipulation and guesswork required from students in order to add another dimension to an object pictured on a level plane are no longer necessary. Additionally, 3D modeling has a range of contributions to the cognitive development of children, which was also the subject of this research. The central question raised was whether students are able to improve their spatial ability by using modeling tools. The research included 196 students aged between 11– 15 years, of which 95 were placed in the experimental group and 101 in the control group. Spatial ability was measured using pre-test and post-test. Key words: 3D modeling, cognitive development, spatial ability, visualization.

scholarly journals GEOMETRIC SPATIAL ABILITY AS AN ELEMENT OF COGNITIVE LEARNING PROCESS

2019 ◽  
Vol 16 (32) ◽  
pp. 542-550
Author(s):  
Rushana R. ANAMOVA ◽  
Lidiya G. NARTOVA
Keyword(s):  
Spatial Ability ◽  
Cognitive Process ◽  
Cognitive Learning ◽  
Educational Material ◽  
University Professors ◽  
Spatial Objects ◽  
Technical Drawing ◽  
Geometric Objects ◽  
Spatial Imagination ◽  
And Control

University professors more and more often face serious problems of learning geometry and graphic disciplines. In this regard, it is very relevant to obtain a maximum efficient method to teach geometry and graphic disciplines. The purpose of the study is to test the hypothesis that the cause of problems arising in the process of mastering the geometric and graphic disciplines is the violation of continuity of the educational material and the low level of spatial ability of students. In the research, interviewing method (testing) and statistic method have been applied to process the results. It is established that spatial imagination helps a person to perceive the shape of geometric objects by involving him/her into the cognitive process of feeling and control of spatial objects. Students who learned in school technical drawing the same as students who did not learn experience difficulties in mastering the geometric and graphic disciplines. For students who learned technical drawing in schools, the cause of bad retention of the material of the geometric and graphic discipline is low geometric spatial ability. For students who did not learn technical drawing in school, but who demonstrated a high geometric spatial ability, the cause of difficulties in the retention of the geometric and graphic disciplines are connected with the violation of continuity of the educational material. To effectively teach the geometric and graphic disciplines, it is necessary to apply methods of developments of the geometric spatial ability and to form the content of discipline using the principle of continuity.

Video Games: Rules Required

2009 ◽  
Vol 42 (19) ◽  
pp. 13
Author(s):  
LISA J. MERLO
Keyword(s):  
Video Games

Frustration and Violence in Mobile Video Games

2020 ◽  
Vol 79 (2) ◽  
pp. 63-70
Author(s):  
Petr Květon ◽  
Martin Jelínek
Keyword(s):  
Video Games ◽  
Video Game ◽  
Implicit Association Test ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Mobile Video ◽  
Violent Content ◽  
Before And After

Abstract. This study tests two competing hypotheses, one based on the general aggression model (GAM), the other on the self-determination theory (SDT). GAM suggests that the crucial factor in video games leading to increased aggressiveness is their violent content; SDT contends that gaming is associated with aggression because of the frustration of basic psychological needs. We used a 2×2 between-subject experimental design with a sample of 128 undergraduates. We assigned each participant randomly to one experimental condition defined by a particular video game, using four mobile video games differing in the degree of violence and in the level of their frustration-invoking gameplay. Aggressiveness was measured using the implicit association test (IAT), administered before and after the playing of a video game. We found no evidence of an association between implicit aggressiveness and violent content or frustrating gameplay.

Hostile and Hardened? An Experimental Study on (De-)Sensitization to Violence and Suffering Through Playing Video Games

2008 ◽  
Vol 67 (1) ◽  
pp. 41-50 ◽  
Author(s):  
Frithjof Staude-Müller ◽  
Thomas Bliesener ◽  
Stefanie Luthman
Keyword(s):  
Video Games ◽  
Emotional Responses ◽  
Physiological Measurement ◽  
Different Types ◽  
Downward Spiral ◽  
Spiral Model ◽  
Post Hoc ◽  
Game Violence ◽  
First Person Shooter ◽  
Physiological Reactions

This study tests whether playing violent video games leads to desensitization and increased cardiovascular responding. In a laboratory experiment, 42 men spent 20 min playing either a high- or low-violence version of a “first-person shooter” game. Arousal (heart rate, respiration rate) was measured continuously. After playing the game, emotional responses to aversive and aggressive stimuli - pictures from Lang, Bradley, and Cuthbert’s (1999) International Affective Picture System - were assessed with self-ratings and physiological measurement (skin conductance). Results showed no differences in the judgments of emotional responses to the stimuli. However, different effects of game violence emerged in the physiological reactions to the different types of stimulus material. Participants in the high-violence condition showed significantly weaker reactions (desensitization) to aversive stimuli and reacted significantly more strongly (sensitization) to aggressive cues. No support was found for the arousal hypothesis. Post-hoc analyses are used to discuss possible moderating influences of gaming experience and player’s trait aggressiveness in terms of the General Aggression Model ( Anderson & Bushman, 2001 ) and the Downward Spiral Model ( Slater, Henry, Swaim, & Anderson, 2003 ).

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