Unifying the Ability-as-Compensator and Ability-as-Enhancer Hypotheses

Spatial abilities have been found to interact with the design of visualizations in educational materials in different forms: (1) spatial abilities enhanced learning with optimized visual design (ability-as-enhancer) or (2) spatial abilities compensated for suboptimal visual design (ability-as-compensator). A brief review of pertinent studies suggests that these two forms are viewed as mutually exclusive. We propose a novel unifying conceptualization. This conceptualization suggests that the ability-as enhancer interaction will be found in the low-medium range of a broad ability continuum whereas the ability-as-compensator interaction will be found in the medium-high range. The largest difference in learning outcomes between visual design variations is expected for medium ability. A corresponding analytical approach is suggested that includes nonlinear quadratic interactions. The unifying conceptualization was confirmed in an experiment with a consistent visual-spatial task. In addition, the conceptualization was investigated with a reanalysis of pooled data from four multimedia learning experiments. Consistent with the conceptualization, quadratic interactions were found, meaning that interactions depended on ability range. The largest difference between visual design variations was obtained for medium ability, as expected. It is concluded that the unifying conceptualization is a useful theoretical and methodological approach to analyze and interpret aptitude-treatment interactions that go beyond linear interactions.

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

Spatial 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.

The role of the KIBRA and APOE genes in developing spatial abilities in humans

In the contemporary high-tech society, spatial abilities predict individual life and professional success, especially in the STEM (Science, Technology, Engineering, and Mathematics) disciplines. According to neurobiological hypotheses, individual differences in cognitive abilities may be attributed to the functioning of genes involved in the regulation of neurogenesis and synaptic plasticity. In addition, genome-wide association studies identified rs17070145 located in the KIBRA gene, which was associated with individual differences in episodic memory. Considering a significant role of genetic and environmental components in cognitive functioning, the present study aimed to estimate the main effect of NGF (rs6330), NRXN1 (rs1045881, rs4971648), KIBRA (rs17070145), NRG1 (rs6994992), BDNF (rs6265), GRIN2B (rs3764030), APOE (rs7412, rs429358), and SNAP25 (rs363050) gene polymorphisms and to assess the effect of gene-environment interactions on individual differences in spatial ability in individuals without cognitive decline aged 18–25 years (N = 1011, 80 % women). Spatial abilities were measured using a battery of cognitive tests including the assessment of “3D shape rotation” (mental rotation). Multiple regression analysis, which was carried out in the total sample controlling for sex, ethnicity and the presence of the “risk” APOE ε4 allele, demonstrated the association of the rs17070145 Т-allele in the KIBRA gene with enhanced spatial ability (β = 1.32; pFDR = 0.037) compared to carriers of the rs17070145 CC-genotype. The analysis of gene-environment interactions revealed that nicotine smoking (β = 3.74; p = 0.010) and urban/rural residency in childhood (β = –6.94; p = 0.0002) modulated the association of KIBRA rs17070145 and АРОЕ (rs7412, rs429358) gene variants with individual differences in mental rotation, respectively. The data obtained confirm the effect of the KIBRA rs17070145 Т-allele on improved cognitive functioning and for the first time evidence the association of the mentioned genetic variant with spatial abilities in humans. A “protective” effect of the APOE ε2 allele on enhanced cognitive functioning is observed only under certain conditions related to childhood rearing.

Influence of BIM-Based Teaching Methodology on the Spatial Abilities of Construction Engineering Students

Spatial visualization skills are considered essential for a variety of professional careers, especially those related with architecture, engineering, and construction (AEC). A number of studies have proven that these skills are progressively acquired by AEC students during their years in college, being necessary specific pedagogical approaches for this purpose. Other 3D native design software has been proved to exert a positive influence on the spatial abilities of students in several fields, such as fine arts or civil engineering. In the field of AEC, BIM software stands out as an appropriate tool for this purpose, as it supports 3D-native design. This study was conducted to clarify the influence that working with BIM models has on the spatial abilities of the students to visualize constructive components in 3D; it was hypothesized that the effect would be positive to some extent, as in similar disciplines. To that end, an experiment was conducted with 73 undergraduate students in construction engineering, who attended an intensive 4-week workshop where they had to work with BIM models. The improvement in their spatial abilities was measured by the Mental Rotation Test (MRT) and, besides, a satisfaction survey was conducted. The results indicate that MRT scores improved between 3.8% and 15.5% and that students felt highly satisfied with this pedagogical approach. These results aim to help in implementing BIM in the academic curricula to maximize the educational outcomes of the students while gathering their assessment of BIM-based teaching methodologies.

Efektivitas LKPD Berbasis Blended Learning Berbantuan Multimedia Interaktif untuk Melatih Visual Spasial Peserta Didik

<p><strong>Abstrak </strong></p><p class="abstrak">Penelitian bertujuan untuk mengetahui keefektifan Lembar Kerja Peserta Didik (LKPD) berbasis <em>blended learning</em> berbantuan multimedia interaktif dalam melatih kemampuan visual spasial peserta didik pada materi Ikatan Kovalen. Metode penelitian menggunakan <em>one group pretest-posttest design</em> dengan melakukan uji coba terbatas pada peserta didik Jurusan Kimia Analisis SMK Negeri 1 Cerme Gresik yang dipilih berdasarkan kemampuan peserta didik dari kemampuan rendah, sedang, dan tinggi sebanyak 15 orang. <em>Pretest</em> dan <em>posttest</em> digunakan sebagai instrumen untuk mengetahui kemampuan visual spasial peserta didik. Data dianalisis secara deskriptif kuantitatif. Hasil penelitian menunjukkan bahwa data <em>pretest</em> dan <em>posttest</em> berdistribusi normal dan hasil rata-rata <em>N-Gain</em> pada kategori tinggi sehingga disimpulkan bahwa LKPD berbasis <em>blended learning</em> berbantuan multimedia interaktif dalam melatih kemampuan visual spasial peserta didik pada materi Ikatan Kovalen efektif sebagai bahan ajar.</p><p class="abstrak"> </p><p><strong><em>Abstract</em></strong></p><p class="abstrak"><em>The research aimed to determine the effectiveness of the Student Worksheet (LKPD) based on blended learning assisted by interactive multimedia in training students' visual-spatial skills in the Covalent Bond material. The research method used a one group pretest-posttest design by conducting a limited trial on students of the Analytical Chemistry Department at SMK Negeri 1 Cerme Gresik who were selected based on the ability of students from low, medium, and high abilities as many as 15 people. Pretest and posttest are used as instruments to determine the visual-spatial ability of students. Data were analyzed descriptively quantitatively. The results showed that the pretest and posttest data were normally distributed with the average N-Gain in the high category, so it can be concluded that the LKPD based on blended learning assisted by interactive multimedia in training students' visual-spatial abilities on the Covalent Bond material is effective as teaching material.</em></p>

ANALISIS KEMAMPUAN SPASIAL MATEMATIS DITINJAU DARI PERBEDAAN GENDER SISWA KELAS VIII

ABSTRAKPenelitian ini bertujuan untuk mendeskripsikan kemampuan spasial matematis siswa yang ditinjau berdasarkan perbedaan gender pada pelajaran matematika Pokok Bahasan Bangun Ruang Sisi Datar kelas VIII. Populasi dalam penelitian ini adalah siswa kelas VIII SMP Negeri 2 Praya. Subjek penelitian ini adalah 4 orang siswa dari 27 siswa kelas VIII dengan ketentuan 2 subjek bergender laki-laki dan 2 subjek bergender perempuan yang memiliki kemampuan spasial matematis tertinggi dari semua siswa. Instrumen yang digunakan dalam penelitian ini adalah tes kemampuan spasial matematis dan wawancara. Teknis analisis data dilakukan dengan cara mereduksi data, menyajikan data, dan menarik kesimpulan. Pengecekan keabsahan data menggunakan triangulasi teknik. Hasil penelitian menunjukkan bahwa pada kemampuan spasial visualization subjek laki-laki dan subjek perempuan memiliki kemampuan yang sama ditunjukkan dari kemampuan dalam menentukan komposisi suatu objek setelah dimanipulasi posisi dan bentuknya. Sedangkan dalam menyelesakan masalah yang terkait dengan spatial orientation dan spatial relation subjek laki-laki lebih dominan menggunakan kemampuan spasialnya dibandingkan subjek perempuan.Kata Kunci: Gender, Kemampuan Spasial Matematis ABSTRACTThis study aims to describe the students' mathematical spatial abilities based on gender differences in the VIII grade Mathematics subject. The population in this study were eighth grade students of SMP Negeri 2 Praya. The subjects of this study were 4 students from 27 students of class VIII with the provisions of 2 male gender subjects and 2 female gender subjects who had the highest mathematical spatial ability of all students. The instruments used in this study were tests of mathematical spatial abilities and interviews. Technical data analysis is done by reducing data, presenting data, and drawing conclusions. Checking the validity of the data using triangulation techniques. The results showed that the spatial visualization ability of male subjects and female subjects had the same ability as indicated by the ability to determine the composition of an object after being manipulated in its position and shape. Meanwhile, in solving problems related to spatial orientation and spatial relations, male subjects are more dominant in using their spatial abilities than female subjects.KeywordsGender, Mathematical Spatial Ability