spatial skills
Recently Published Documents


TOTAL DOCUMENTS

421
(FIVE YEARS 169)

H-INDEX

31
(FIVE YEARS 5)

Author(s):  
Rita Nagy-Kondor ◽  
Saeed Esmailnia

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.


2021 ◽  
Vol 54 (6) ◽  
pp. 460-472
Author(s):  
Faridah Hanim Yahya ◽  
◽  
Gulzhaina K. Kassymova ◽  
Wasilatul Murtafiah ◽  
Suparman Suparman ◽  
...  

The problem and the aim of the study. Students at secondary school are facing problems in learning Mathematics for topic Geometry. The purpose of this study is to examine the validity of a learning strategy for 3-dimensional Geometry, using Visual Tools Screencast SketchUp Make, called ViToS-SUM. Research methods. ViToS-SUM consists of four components: level of van Hiele geometrical thinking, visual spatial skills, visual tools and video tutorial screencast SketchUp Make. A topic in form 3 mathematics, Plans and Elevations was chosen for this study. The whole process of design and development of ViToS-SUM adopted the five cyclic stages of ADDIE instructional design model. This article addresses the details of the final two stages specifically, implementation and evaluation prior to pilot test. Twelve students from a secondary school and three experts involved in this study. Quantitative approaches were used to collect data as well as to analyse the experts’ and students’ views on the appropriateness of ViToS-SUM. Results. The experts agreed that both visual spatial skills (mean = 5.00) and level of van Hiele geometrical thinking (mean = 4.61) should be embedded in ViToS-SUM. Moreover, the experts also agreed that the content of ViToS-SUM is suitable (mean = 4.51) with the mathematics content for topic Plans and Elevations. The pre and post test showed that there were significant differences in mean scores of visual spatial skills, before and after learning via ViToS-SUM (t=12.21; p<0.05). Furthermore, the pre and posttest also revealed that there is a significant difference in students’ level of van Hiele geometrical thinking before and after intervention (Z =-3.18; p < 0.05). Thus, ViToS-SUM had supported most of students in constructing concepts of Geometry. Meanwhile, the findings revealed that all experts agreed that ViToS-SUM served as pedagogical learning strategy for Geometry. Conclusion. This learning strategy should be integrated in the mathematics curricular for secondary schools to increase students’ performance in Geometry. Training is needed for teachers in order to deliver the concepts of Geometry effectively using this mode of teaching. More computer facilities should be equipped to schools in order to encourage teachers and students to utilize technology in teaching and learning.


2021 ◽  
Vol 8 (2) ◽  
pp. 121-129
Author(s):  
Lingga Nico Pradana ◽  
Octarina Hidayatus Sholikhah

The field of spatial reasoning has seen a lot of research. The process of spatial reasoning, on the other hand, needs to be investigated further. The goal of this study is to capture an elementary school student's spatial reasoning process when solving geometric problems. The spatial skills used in solving geometric problems were also identified in this study. A geometric test was given to seventeen elementary school students. Three participants were chosen as the study's subjects based on their written responses. According to the findings, the subject's spatial reasoning process always begins with the processing of information in mental visualization. Mental visualization is used to help with orientation and selecting the appropriate visual perspective. The spatial skills of spatial visualization and spatial orientation are critical in spatial reasoning. Furthermore, this research initiated the emphasis on the focus of spatial reasoning in the process.


Author(s):  
Tibor Guzsvinecz ◽  
Cecilia Sik-Lanyi ◽  
Eva Orban-Mihalyko ◽  
Erika Perge

A virtual environment was developed for PC and Android to be used with a desktop display and the Gear VR, respectively. The goal with it is to measure and enhance the spatial skills of people, because the latter can be achieved by solving simple geometric problems. Originally, this virtual environment consisted only of three such tests, namely the Mental Rotation Test, Mental Cutting Test and Purdue Spatial Visualization Test. Measurements were done in the past with these tests, but now the Heinrich Spatial Visualization Test is also included in the virtual environment. In this paper, its implementation and future measurement plan are presented.


2021 ◽  
Vol 19 (2) ◽  
pp. 319
Author(s):  
Gaferianto Hulu ◽  
Kusumawati Dwiningsih

<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>


2021 ◽  
Vol 3 ◽  
pp. 1-2
Author(s):  
Paola Zamperlin ◽  
Guenda Mangoni
Keyword(s):  


2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 880-880
Author(s):  
Edward Ofori ◽  
Dara James ◽  
Olivia Kaczmarek ◽  
Mark Gudesblatt

Abstract Spatiotemporal gait parameters may provide indication about the cognitive status of individuals. Dysfunction in specific gait features has been associated with increased risk of cognitive decline. Here we use spatiotemporal gait patterns to determine whether specific cognitive domain scores moderate the effects during dual-tasking on individuals with mild cognitive impairment (MCI) and dementia. Participants (n=46; mean age: 77.0±8.9 years) with a diagnosis of cognitive impairment (n=16), or dementia (n=30) were included. They performed validated computerized cognitive assessment battery (CAB, NeuroTrax BrainCare) to obtain cognitive domain measures of executive function (EF), attention, memory, visual-spatial processing (VSP), information processing speed (IPS), and a global cognitive score (GCS) measure. Using the Zeno Walkway Gait Analysis System (Protokinetics), measures of velocity, stride width (SW), stride time (ST), stride length, cadence, double support (DS), and gait variability were obtained for both single-task and DT gait. Data analysis was conducted using SPSS 26 and PROCESS 3.5. As expected, the dementia group had lower cognitive domain scores and slower walking speed than MCI group. Results also indicated that visual-spatial processing skills was the only cognitive domain that did have a moderation effect on gait velocity (F=4.2, p&lt;0.05, R-square change 10%). Our results indicate that differences between walking speed in MCI and dementia groups are moderated by visual spatial skills. Improvement in visual spatial skills could improve the dual task effects of individual gait measures.


Sign in / Sign up

Export Citation Format

Share Document