scholarly journals Adaptive Training of the Mental Rotation Ability in an Immersive Virtual Environment

2021 ◽  
Vol 16 (09) ◽  
pp. 20
Author(s):  
Sunita Ariali ◽  
Bernd Zinn
Keyword(s):  
Mental Rotation ◽  
Technical Skills ◽  
Adaptive Designs ◽  
Training Environment ◽  
Mental Rotation Test ◽  
Virtual Technology ◽  
Training Outcomes ◽  
Adaptive Training ◽  
Immersive Virtual Environment ◽  
Before And After

Virtual Reality (VR) opens new possibilities for the investigation and train-ing of Mental Rotational Ability (MRA), which is an important factor in the development of technical skills in several fields. Adaptive designs of MRA training environments realised by virtual technology could offer promising potentials and is investigated in this study. For the evaluation of effective-ness, the adaptive training environment is compared with the adequate ran-domised environment by assessing mental rotation ability in both conditions before and after training. As a dependent variable, the performance and its improvement in the virtual mental rotation test (VMRT), as well as the cog-nitive load, is measured. In addition, possible gender differences and their in-fluence on the training outcomes are determined. The study described here represents an innovative support option for MRA and provides an expandable empirical basis for VR-based adaptive trainings.

Enhancing Spatial Ability Through Sport Practice

2012 ◽  
Vol 33 (2) ◽  
pp. 83-88 ◽  
Author(s):  
David Moreau ◽  
Jérome Clerc ◽  
Annie Mansy-Dannay ◽  
Alain Guerrien
Keyword(s):  
Mental Rotation ◽  
Spatial Representations ◽  
Mental Rotation Test ◽  
Sport Training ◽  
Sport Practice ◽  
Undergraduate University Students ◽  
Before And After ◽  
Cognitive Plasticity ◽  
Reported Data ◽  
The Relationship

This experiment investigated the relationship between mental rotation and sport training. Undergraduate university students (n = 62) completed the Mental Rotation Test ( Vandenberg & Kuse, 1978 ), before and after a 10-month training in two different sports, which either involved extensive mental rotation ability (wrestling group) or did not (running group). Both groups showed comparable results in the pretest, but the wrestling group outperformed the running group in the posttest. As expected from previous studies, males outperformed women in the pretest and the posttest. Besides, self-reported data gathered after both sessions indicated an increase in adaptive strategies following training in wrestling, but not subsequent to training in running. These findings demonstrate the significant effect of training in particular sports on mental rotation performance, thus showing consistency with the notion of cognitive plasticity induced from motor training involving manipulation of spatial representations. They are discussed within an embodied cognition framework.

scholarly journals EXPRESS: Manual training of mental rotation performance: Visual representation of rotating figures is the main driver for improvements

2021 ◽  
pp. 174702182110394
Author(s):  
Leonardo Jost ◽  
Petra Jansen
Keyword(s):  
Mental Rotation ◽  
Training Session ◽  
Training Manual ◽  
Mental Rotation Test ◽  
Visual Rotation ◽  
Visual Component ◽  
Before And After ◽  
Main Driver ◽  
Manual Rotation ◽  
Manual Activity

Studies have demonstrated that manual and mental rotation show common processes. Training studies have shown that a manual and concurrent visual rotation improves mental rotation performance. In this study, we separated the visual rotation from the manual rotation. 121 participants were randomly assigned to visual training, manual rotation training, or manual training without rotational movement. Before and after the training session of 30 minutes, they had to solve a chronometric mental rotation test. Data were analyzed with linear mixed models and showed an improvement in mental rotation performance for all groups. However, this improvement did not differ between groups. Due to the independence of the form and occurrence of the manual activity, this suggests that it is not the motor activity but the concurrent visual rotation that leads to improvements in mental rotation tasks. Therefore, the visual component in mental rotation tasks has to be investigated in more detail.

scholarly journals Gamification and Hazard Communication in Virtual Reality: A Qualitative Study

Sensors ◽  
2021 ◽  
Vol 21 (14) ◽  
pp. 4663
Author(s):  
Janaina Cavalcanti ◽  
Victor Valls ◽  
Manuel Contero ◽  
David Fonseca
Keyword(s):  
Virtual Reality ◽  
New Technologies ◽  
Training Environment ◽  
Hazard Communication ◽  
Head Mounted Display ◽  
Compliance Behavior ◽  
Before And After ◽  
Recorded Data ◽  
The Impact ◽  
Different Levels

An effective warning attracts attention, elicits knowledge, and enables compliance behavior. Game mechanics, which are directly linked to human desires, stand out as training, evaluation, and improvement tools. Immersive virtual reality (VR) facilitates training without risk to participants, evaluates the impact of an incorrect action/decision, and creates a smart training environment. The present study analyzes the user experience in a gamified virtual environment of risks using the HTC Vive head-mounted display. The game was developed in the Unreal game engine and consisted of a walk-through maze composed of evident dangers and different signaling variables while user action data were recorded. To demonstrate which aspects provide better interaction, experience, perception and memory, three different warning configurations (dynamic, static and smart) and two different levels of danger (low and high) were presented. To properly assess the impact of the experience, we conducted a survey about personality and knowledge before and after using the game. We proceeded with the qualitative approach by using questions in a bipolar laddering assessment that was compared with the recorded data during the game. The findings indicate that when users are engaged in VR, they tend to test the consequences of their actions rather than maintaining safety. The results also reveal that textual signal variables are not accessed when users are faced with the stress factor of time. Progress is needed in implementing new technologies for warnings and advance notifications to improve the evaluation of human behavior in virtual environments of high-risk surroundings.

Stile cognitivo visualizzatore in relazione ad abilitŕ immaginative e spaziali

2010 ◽  
pp. 47-63
Author(s):  
Carolina Mega ◽  
Alessia Canella ◽  
Francesca Pazzaglia
Keyword(s):  
Mental Rotation ◽  
Sono State ◽  
Mental Rotation Test ◽  
Spatial Imagery ◽  
Rotation Test

La presente ricerca si č proposta di esaminare, su un campione italiano, le relazioni esistenti tra stili cognitivi, abilitŕ immaginative e spaziali, e di verificare l'esistenza di differenze di genere. Hanno partecipato all'indagine 86 studenti (52 femmine e 34 maschi) di un Liceo Scientifico di Padova. Lo stile cognitivo č stato valutato attraverso tre strumenti: Verbalizer-Visualizer Questionnaire (Richardson, 1977), Object-Spatial Imagery Questionnaire (Blajenkova O., Kozhevnikov M. e Motes M.A., 2006a), Questionario sullo Stile Cognitivo (Kozhevnikov, Kosslyn e Shepard, 2005). Le abilitŕ immaginative e spaziali sono state indagate attraverso il Questionario sulla Vividezza delle immagini mentali (Marks, 1973) e il Mental Rotation Test (Vandenberg e Kuse, 1978). I risultati hanno evidenziato l'esistenza di due differenti tipologie di stile cognitivo visualizzatore, che presentano specifiche abilitŕ nell'elaborazione delle informazioni: i soggetti spatial, che preferiscono immagini schematiche delle relazioni spaziali tra oggetti, riescono meglio in compiti di abilitŕ spaziale. I soggetti object, invece, ottengono punteggi piů elevati nelle misure di vividezza delle immagini mentali. Inoltre differenze di genere sono state rinvenute nello stile cognitivo spatial, con punteggi piů elevati dei maschi.

scholarly journals Evaluation of the relationship between spatial abilities and anatomy learning

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.

Contribution of Somatosensory and Parietal Association Areas in Improving Standing Postural Stability Through Standing Plantar Perception Training in Community-Dwelling Older Adults

2020 ◽  
pp. 1-10
Author(s):  
Satoshi Matsuno ◽  
Takuya Yoshiike ◽  
Atsushi Yoshimura ◽  
Sachiyo Morita ◽  
Yusuke Fujii ◽  
...  
Keyword(s):  
Older Adults ◽  
Postural Stability ◽  
Near Infrared ◽  
Postural Sway ◽  
Cortical Activity ◽  
Community Dwelling ◽  
Training Outcomes ◽  
Before And After ◽  
Association Area ◽  
Perception Training

Although standing plantar perception training (SPPT) may improve standing postural stability, the underlying neural mechanisms remain unclear. The authors investigated the relationship between regional cortical responses to SPPT using a balance pad and training outcomes in 32 older participants (mean ± SD:72.2 ± 6.0, range:60–87). Regional cortical activity was measured in the bilateral supplementary motor area, primary sensorimotor area, and parietal association area using near-infrared spectroscopy. Postural sway changes were compared before and after SPPT. Changes in two-point plantar discrimination and regional cortical activity during SPPT, associated with standing postural stability improvements, were examined using multiple regression and indicated improved standing postural stability after SPPT (p < .0001). Changes in right parietal association area activity were associated with standing postural stability improvements while barefoot. Overall, the results suggest that right parietal association area activation during SPPT plays a crucial role in regulating standing postural stability and may help develop strategies to prevent older adults from falling.

Genetic and Environmental Sex Differences in Mental Rotation Ability: A Japanese Twin Study

2011 ◽  
Vol 14 (5) ◽  
pp. 437-443 ◽  
Author(s):  
Kunitake Suzuki ◽  
Chizuru Shikishima ◽  
Juko Ando
Keyword(s):  
Sex Differences ◽  
Mental Rotation ◽  
Environmental Factor ◽  
Genetic Factor ◽  
Environmental Influence ◽  
Environmental Influences ◽  
Mental Rotation Test ◽  
Small Influence ◽  
Two Factors ◽  
Explained Variance

Sex differences in mental rotation ability have been observed in many countries. A previous study of Finnish participants reported that genetic and environmental influences on mental rotation ability differ between sexes. In this study, we assessed genetic and environmental influences on variance in mental rotation ability in 649 Japanese twins using a mental rotation test. To explain the influence of sex on variance in mental rotation ability, we applied genetic analysis using the sex limitation model. The following two factors explained variance in mental rotation ability: (1) the additive genetic factor, which reflects the accumulated small influence of many genes, and (2) the unique environmental factor, which is a type of environmental factor that differs between co-twins. The shared environmental factor, a type of environmental factor common for co-twins, could not explain the variance in mental rotation ability. Furthermore, the additive genetic factor was the same between sexes (i.e., not qualitative sex differences for the additive genetic factor), indicating that the same genes affect mental rotation ability in both sexes. Despite this observation, the additive genetic influence was greater in males than in females. In contrast, the unique environmental influence was not different between sexes. Considering the current results and those of a previous study, the quantitative sex difference for the additive genetic influences in mental rotation ability may be universal, while the unique environmental differences may depend on the characteristics of specific populations.

Development of Spatial Abilities in Engineering Education: An Empirical Study of the Influence of Visualisation Media

2020 ◽  
Author(s):  
Stefan Zorn ◽  
Kilian Gericke
Keyword(s):  
Mental Rotation ◽  
Performance Improvement ◽  
Spatial Abilities ◽  
Design Engineering ◽  
Spatial Skills ◽  
Mental Rotation Test ◽  
Technical Drawing ◽  
The Mean ◽  
Drawing Tasks ◽  
Critical Components

Abstract Spatial ability is one of the critical components of human intelligence. It has been proven that it is particularly crucial for success, especially in engineering, where interpreting views of an object presented by drawings, visualizing parts, or manipulating geometry in CAD are fundamental skills. Research has confirmed that spatial skills can be improved through instruction and teaching, for example, sketching and technical drawing, which are also included in the basic engineering classes. This study tested the hypothesis that the development of spatial skills during the fundamental design engineering class can be positively influenced due to the use of different visualization media for sketching and technical drawing tasks, whereas the used visualization media offer varying possibilities of interaction. Seventy students were pre- and post-tested with the Mental Rotation Test. All participants received the same training during the class but were given individual tasks with varying media. The analysis revealed a significant increase in mental rotation performance for all participants throughout the semester with a big effect size. Moreover, the mean performance improvement differed considerably depending on the visualization media and its offered interaction possibilities.

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