Mental Rotation Skills Research Articles

Enhancing Student's 3D Development and Mental Rotation Skill using Augmented Reality

Enhancing Student's 3D Development and Mental Rotation Skill using Augmented Reality

Comparison of the effects of PBL in 3D virtual environment and F2F on learning and spatial skills

AbstractThis study aimed to juxtapose the impacts of the Problem-Based Learning (PBL) methodology implemented within a three-dimensional (3D) virtual environment against PBL in a conventional face-to-face setting, along with a control group, on students' learning performance, conceptual comprehension, and spatial aptitude. The investigation concentrated on the structure of matter within a seventh-grade science curriculum, encompassing a cohort of 79 students enrolled in the course. The study was conducted under a mixed methods experimental design and comprised three distinct groups: two experimental groups (E1; E2) and one control group (C). The instructional intervention in the E1 group involved utilizing a 3D virtual environment grounded in the problem-based learning method, whereas the E2 group underwent face-to-face instruction employing worksheets derived from problem-based learning. In contrast, the control group received traditional direct instruction from the science teacher through lectures, demonstrations, and question-and-answer sessions, all focusing on the same topic. Pretests and posttests were administered to the participants before and after the experimental interventions, assessing conceptual understanding, spatial visualization, and mental rotation. Additionally, learning tasks completed by the E1 and E2 groups were evaluated using rubrics to assess learning performance. Subsequent to the post-test, individual semi-structured interviews were conducted with randomly selected students from the E1 group. The results indicated that instruction within the problem-based 3D virtual environment significantly enhanced students' learning performance, conceptual understanding, spatial visualization, and mental rotation skills compared to the other instructional conditions.

Applications of Alpha Neurofeedback Processes for Enhanced Mental Manipulation of Unfamiliar Molecular and Spatial Structures.

This study explores a novel approach to enhancing cognitive proficiency by targeting neural mechanisms that facilitate science and math learning, especially mental rotation. The study specifically examines the relationship between upper alpha intensity and mental rotation skills. Although prior neurofeedback research for increasing upper alpha highlights this correlation, mostly with familiar objects, novel chemistry and math learning prompts envisioning unfamiliar objects which question the persistence of this correlation. This study revisits the upper alpha and mental rotation relationship in the context of unfamiliar objects with a single neurofeedback session and examines the efficiency of manual and automatic neurofeedback protocols. Results will provide a basis for integrating neurofeedback protocols into learning applications for enhanced learning. Our study encompassed three cohorts: Group 1 experienced an automatic neurofeedback protocol, Group 2 received a manual neurofeedback protocol, and the control group had no neurofeedback intervention. The experimental phases involved EEG measurement of individual upper alpha (frequency of maximal power + 2Hz) intensity, mental rotation tasks featuring geometric and unfamiliar molecular stimuli, one neurofeedback session for applicable groups, post-treatment upper alpha level assessments, and a mental rotation retest. The neurofeedback groups exhibited increased levels of upper alpha power, which was correlated with improved response time in mental rotation, regardless of stimulus type, compared to the control group. Both neurofeedback protocols achieved comparable results. This study advocates integrating neurofeedback into learning software for optimal learning experiences, highlighting a single session's efficacy and the substantial neurofeedback protocol's impact in enhancing upper alpha oscillations.

Unpacking associations among children’s spatial skills, mathematics, and arithmetic strategies: decomposition matters

Several studies revealed links between mental rotation and mathematical tasks, but the intervening processes in this connection remain rather unexplored. Here, we aimed to investigate whether children’s mental rotation skills relate to their accuracy in solving arithmetic problems via their usage of decomposition strategies, thus probing one potential intervening process. To this end, we examined a sample of 6- to 8-year-olds (N = 183) with a chronometric mental rotation task, and asked children to solve several arithmetic problems while assessing their solution strategies. After each arithmetic problem, children were asked about their strategy to solve the respective arithmetic problem and these were classified as either counting, decomposition, or retrieval strategies. Analyses were controlled for age, sex, fluid and verbal reasoning. Results indicated that children’s response times and accuracy in the mental rotation task were best explained by linear functions of rotation angle, suggesting the usage of dynamic mental transformation strategies. A multiple mediation model revealed that children with higher mental rotation skills were more inclined to use higher-level mental strategies such as decomposition which in turn increased their accuracy of solving arithmetic problems. None of the other arithmetic strategies revealed significant indirect effects. These findings suggest that children with higher mental rotation skills may profit from visualizing and flexibly transforming numerical magnitudes, increasing the frequency of decomposition strategies. Overall, decomposition may play a unique role in the connection between children’s mental rotation and arithmetic skills, which is an essential information for planning future training and experimental studies.

Short-term transfer effects of Tetris on mental rotation: Review and registered report — A Bayesian approach

The existence of transfer effects of video games on cognitive performance are controversially discussed in experimental psychology. Whereas recent meta-analyses suggest the absence of far transfer effects, empirical evidence regarding near transfer effects is more controversial. This conceptual replication investigated the short-term near transfer effect of playing Tetris on mental rotation abilities. The design of the conceptual replication was based on a comprehensive compilation of the methods used by previous literature on this topic and advanced in order to reach a high scientific state-of-the-art standard. We ran a high-powered conceptual replication study with 366 participants randomly assigned to either an experimental group playing Tetris or a control group playing Solitaire. Both groups completed three commonly used mental rotation tests in a pre- and a posttest session. Additionally, the experimental group played Tetris while the control group played Solitaire. Playing time was 10 hours in total within 4 weeks. Based on previous research, we hypothesized that this might generate a short-term transfer effect of Tetris on mental rotation. While participants showed a repeated testing effect for the mental rotation tests in both groups, we found evidence that Tetris does not produce a short-term transfer effect on mental rotation. Both gender and expected outcomes did not influence this effect. Our study suggests that playing Tetris does not improve mental rotation skills.

Science, Technology, Engineering, and Mathematics (STEM) Career Interest as Influenced by Mental Rotation Skills and Mathematics Self-Efficacy of Students

Science, Technology, Engineering, and Mathematics (STEM) Career Interest as Influenced by Mental Rotation Skills and Mathematics Self-Efficacy of Students

"Picture this from there": spatial perspective-taking in developmental visuospatial disorder and developmental coordination disorder.

Either Developmental Visuospatial Disorder (DVSD) and Developmental Coordination Disorder (DCD) present with difficulties in visuospatial processing, even though entailing different degrees of impairment. Among the visuospatial domain, spatial perspective taking is essential to interact with the environment and is significantly involved in many daily activities (e.g., environment navigation and spatial orienting). Notwithstanding, no previous studies have investigated this spatial domain in children with DVSD and limited evidence is available regarding DCD. Consistent with a transdiagnostic approach, the first goal of the present study was to compare spatial perspective taking abilities of these groups, also including a control group of not diagnosed peers (ND). Secondly, the role of different fine-motor and visuo-spatial predictors on the spatial perspective taking performance was considered. A total of 85 participants (DVSD = 26; DCD = 26; ND = 33), aged between 8 and 16 years old, were included in the study. Tasks assessing spatial perspective taking, fine-motor, visual imagery, and mental rotation skills, as well as visuo-spatial working memory were administered. Overall, our results confirmed weaknesses in spatial perspective taking in both clinical groups, with the DVSD obtaining the lowest scores. Similarities and differences in the predictors accounting for the performance in the spatial perspective taking task emerged, suggesting the possible employment of different fine-motor or visuospatial strategies by group. Findings are discussed considering the potential impact they may have both in research and clinical practice.

Bridging the Gap: Enhancing Modern Anatomy Education Through Mental Rotation Training and 3D Technological Integration

Mental rotation is a crucial cognitive skill for understanding spatial relationships and three-dimensional aspects, especially in the study of anatomy. However, students with limited mental rotation abilities often face challenges when translating two-dimensional anatomical depictions into three-dimensional mental models. This article explores the impact of mental rotation skills on anatomy learning and proposes strategies to enhance these skills. It discusses the limitations of traditional and digital resources and introduces the concept of Stereoscopic 3D visualization technology (3DVT) and clay-based modeling (CBM) as effective teaching methods. Additionally, the article emphasizes the importance of pre-assessing students’ visual-spatial abilities and integrating a variety of teaching tools to create a comprehensive and enriched learning environment in anatomy education.

The impact of vestibular function on cognitive–motor interference: a case–control study on dual-tasking in persons with bilateral vestibulopathy and normal hearing

Bilateral vestibulopathy (BV) is a chronic vestibular disorder, characterized by bilaterally absent or significantly impaired vestibular function. Symptoms typically include, but are not limited to, unsteadiness and movement-induced blurred vision (oscillopsia). This prospective case–control study aimed to elucidate the impact of BV on cognitive and motor performance and on cognitive–motor interference. Cognitive and motor performance, as well as cognitive–motor interference were measured in persons with BV and normal hearing using the 2BALANCE dual-task protocol. The experimental group was matched to a healthy control group based on age, sex, and educational level. The 2BALANCE protocol comprises cognitive tests assessing visuospatial memory, mental rotation, visual and auditory response inhibition, visual and auditory working memory, and processing speed. The cognitive tests were performed in single-task condition (while seated), and in dual-task condition (during a static and a dynamic motor task). The static motor task consisted of balancing on a force platform with foam pad. The dynamic motor task consisted of walking at a self-selected speed. These motor tasks were also performed in single-task condition. A generalized estimating equations model was used to investigate group differences for all cognitive and motor outcome measures. The estimated marginal means, as well as the odds ratios (OR), and their 95% confidence intervals (CI) were calculated. For the backward digit recall test, a baseline measurement was performed and analyzed using a student-t test. A total of 22 patients with BV and normal hearing and 22 healthy control subjects were assessed [mean age (SD), BV = 53.66 (13.35) and HC = 53.21 (13.35), 68% male]. The BV group had poorer mental rotation skills in single-task condition, compared to the control group [odds ratio (OR) = 2.30, confidence interval (CI) = 1.12–4.73, P = 0.024]. Similarly, auditory and visual working memory were also poorer in the BV group in single-task condition (P = 0.028 and P = 0.003, respectively). The BV group also performed poorer on the mental rotation task and the visual response inhibition task in dual-task condition (OR = 2.96, CI = 1.57–5.59, P < 0.001 and OR = 1.08, CI = 1.01–1.16, P = 0.032, respectively). Additionally, an interaction effect, indicating increased cognitive–motor interference in the BV group, was observed for mental rotation, response inhibition, and auditory working memory (P = 0.003 to 0.028). All static motor outcome parameters indicated more postural sway in the BV group compared to the control group for all test conditions (P < 0.001 to 0.026). No group differences were noted for the dynamic motor task. These findings suggest a link between vestibular function and cognitive performance, as well as a greater interference between cognitive and motor performance in BV, compared to healthy controls.

Educational Pathways, Spatial Skills, and Academic Achievement in Graphic Expression in First Year of Engineering

The subject of Graphic Expression, which is mandatory in the first year of engineering studies, showed poor academic results in recent years. This study analyzes the relationship and predictive capacity of various variables that previous research highlighted as relevant: prior academic preparedness, educational itinerary followed, mental rotation skills, videogame usage, as well as the gender and age of the students. A total of 161 first-year engineering students from a technical university in southern Europe participated in the study. Their spatial rotation skills were evaluated using the MRT-A, gathering information about the rest of the relevant variables and obtaining their academic results at the end of the course. The predictive capacity of the variables on academic performance was determined through linear regression techniques (grade in the subject, on a 0–10 scale) and logistic regression (pass/fail). All variables are significantly related to academic results in the expected direction, except for videogame usage and gender. No significant differences in spatial skills were found between genders, although differences were observed in videogame usage. The best predictors of performance are prior preparation and the educational itinerary followed. The results are discussed considering previous research, highlighting measures to improve results in Graphic Expression, with emphasis on training in spatial skills.

Profile of Students' Mathematical Spatial Reasoning Ability in Cube and Block Material in terms of Adversity Quotient in Class IX on SMP Negeri 1 Galesong Utara

This research is a descriptive qualitative research that aims to analyze the profile of students' mathematical spatial reasoning abilities in cubes and blocks in terms of adversity quotient in class IX at SMP Negeri 1 Galesong Utara. The research subjects consisted of three students who were selected based on their scores on the adversity response profile (ARP) questionnaire: one subject AQ climber type, one subject AQ camper type, and one subject AQ quitte type. Next, the researcher asked spatial reasoning ability test questions on cubes and blocks and conducted interviews with each subject. The spatial reasoning ability profile refers to three indicators: spatial visualization, mental rotation, and spatial orientation. The results showed that (1) AQ climber type students had good spatial visualization skills in turning block images into cube nets, AQ climber type students had good mental rotation skills in rotating cube images up to 180 degrees, AQ type climber climber students had good spatial orientation ability in determining an image that was not a beam view from the front. (2) Camper-type AQ students have good spatial visualization abilities in changing block shapes into cube nets; camper-type AQ students do not have good mental rotation skills in rotating cube shapes as far as 180 °, and camper-type AQ students have the ability to define an image that is not a frontal beam view. (3) Quitter-type AQ students did not have good spatial visualization skills in turning block images into cube nets, quitter-type AQ students did not have good mental rotation abilities in rotating cube shapes as far as 180 °, and quitter-type AQ students did not have good spatial orientation capabilities in determining images that were not a beam view from the front.

Is virtual reality so user-friendly for non-designers in early design activities? Comparing skills needed to traditional sketching versus virtual reality sketching

Abstract Virtual reality (VR) sketching has many advantages for product design and tends to be more and more used among designers and non-designers (end-users). Nevertheless, few studies have focused on the skills needed to use VR sketching for non-designers especially VR novices in VR software. This study focuses on identifying the cognitive impact of VR sketching compared to traditional sketching on VR expert and VR novice in an experimental setting. Thirty-one participants composed of VR experts (N = 15) and VR novices (N = 16) completed a mental rotation test and then performed one traditional paper and pencil sketching task and two VR sketching tasks. We also measured the participants’ movements when using the VR sketching. Results show that VR experts perform better than VR novices in VR sketching because training is an essential element for the quality of traditional and VR sketching. Nevertheless, VR novices with previous training in traditional drawing and/or high mental rotation skills will be able to produce good-quality sketches. In addition, the results show that users moving more in the immersive environment performed better quality sketches if the drawing requires more complex shapes. Our results suggest that VR sketching can be complex to use for a part of the population that may be end-users, especially for those with little experience in traditional and VR sketching and with poor visuospatial abilities. We, therefore, advise to check the non-designers’ prior skills, otherwise, it will be necessary to train these users in VR sketching.

The Influence of the Mental Rotation Task on Mental Rotation Skills in Badminton

The Influence of the Mental Rotation Task on Mental Rotation Skills in Badminton

Efficacy of Corsi Block Tapping Task training for improving visuospatial skills: a non-randomized two-group study.

Even though impaired visuospatial abilities can negatively affect daily functioning, there are very few training programs that attempt to improve visuospatial abilities. The purpose of this study was to examine if a single training session with a computerized version of the Corsi Block Tapping Task could improve mental rotation skills. Fifty-three young adults were assigned to one of two groups: (1) control group (mean age = 21.4; 10 females), who had 20 min of rest after their baseline assessment, or (2) training group (mean age = 21.5; 17 females), who had 20 min of training on the Corsi Block Tapping Task after their baseline assessment. The primary outcome was reaction time on a computer-based mental rotation task, and it was assessed both before and after the rest or training. There was a significant interaction between time (pre vs. post) and group (control vs. training) on mental rotation performance (p = 0.04), with the training group performing on average 124 ms faster on accurate trials than the control group at post-test. This preliminary study suggested that improving mental rotation may be feasible through targeted cognitive training. Future studies will consider multiple sessions of Corsi Block Tapping Task training to maximize training benefits (i.e., dose–response), as well as longer term retention in cognitively intact and impaired individuals.

Mental Rotation in Sports

Abstract: This study further validates the sport-specific Mental Rotation Test – Basketball (MRT-BB) in which participants solve 24 items regarding basketball plays. The task of each item consists of comparing four alternative stimuli with a criterion stimulus and identifying the two “correct” alternatives. A total of 203 participants (101 females) took part in this experiment in which they solved the original MRT and the MRT-BB. The results replicate the findings of Weigelt and Memmert (2021 ). The number of items attempted declined toward the end of each set, with participants solving more items in the second set and men outperforming women. While participants solved more items on the MRT-BB, performance in both tests was positively correlated. Our replication of the previous results supports the validity of the MRT-BB. The correlation supports the notion that the mental rotation of the sport-specific stimuli is based on more general mental rotation skills.

Giant chess game enhances spatial navigational skills in 6-years-old children: preliminary findings

The game of chess is a valuable extracurricular activity for children, with positive effects on their cognitive skills and academic achievements. We investigated the extent to which the Giant Chess Game (GCG) played on a giant chessboard enhances working memory in “navigational-vista” space and “reaching” space. We also assessed if the GCG enhances mental rotation skills. For 10 weeks, 15 children (GCG group) were involved in a giant chess class, while 15 gender and age-matched children were involved in standard didactics (control group—CG). Children were tested twice, before (T0) and after (T1) the GCG, by tasks aimed at measuring: visuo-spatial working memory (VSWM) in the navigational-vista space (Walking Corsi test); VSWM in the reaching space (Corsi Block-Tapping task); mental rotation (Rotating Flowers test). We found that the GCG group significantly improved its performance more than the CG in VSWM in both navigational-vista space and reaching space, as well as in mental rotation. Our results suggest that the GCG has positive effects on visuo-spatial abilities underlying topographical skills. Therefore, the training using GCG can help enhancing spatial ability and may have a role in contrasting the spreading of navigational deficits such as the Developmental Topographical Disorientation (DTD).

Children's use of egocentric reference frames in spatial language is related to their numerical magnitude understanding.

Numerical magnitude information is assumed to be spatially represented in the form of a mental number line defined with respect to a body-centred, egocentric frame of reference. In this context, spatial language skills such as mastery of verbal descriptions of spatial position (e.g., in front of, behind, to the right/left) have been proposed to be relevant for grasping spatial relations between numerical magnitudes on the mental number line. We examined 4- to 5-year-old’s spatial language skills in tasks that allow responses in egocentric and allocentric frames of reference, as well as their relative understanding of numerical magnitude (assessed by a number word comparison task). In addition, we evaluated influences of children’s absolute understanding of numerical magnitude assessed by their number word comprehension (montring different numbers using their fingers) and of their knowledge on numerical sequences (determining predecessors and successors as well as identifying missing dice patterns of a series). Results indicated that when considering responses that corresponded to the egocentric perspective, children’s spatial language was associated significantly with their relative numerical magnitude understanding, even after controlling for covariates, such as children’s SES, mental rotation skills, and also absolute magnitude understanding or knowledge on numerical sequences. This suggests that the use of egocentric reference frames in spatial language may facilitate spatial representation of numbers along a mental number line and thus seem important for preschoolers’ relative understanding of numerical magnitude.

Developing Pre-service Mathematics Teachers' Mental Rotation Skills through Dynamic Geometry Software-Supported Instruction

Spatial skills, including mental rotation, are necessary to understand, comprehend, explore and learn mathematics, but research in mathematics education points out insufficient spatial skills of pre-service mathematics teachers. In this study, the effectiveness of the instruction, designed by taking Cognitive Load Theory (CLT) as the reference frame and executed in the Dynamic Geometry Learning Environment (DGLE), was investigated. The study sample was four pre-service mathematics teachers determined by the purposeful sampling technique. Individual teaching experiment, executed in three steps (pre-evaluation— teaching sessions/instruction— post-evaluation), was used as the method. The collected quantitative and qualitative data were analyzed through content analysis. Findings showed that participants' mental rotation skills were basic or below, before the instruction. They had low mental imagery skills, inadequacies in mathematics language use, and misconceptions about rotation and its components. After the instruction, their mental rotation skills, compassing the mental rotation performance, mental imagery skills, mathematical language use, and concept schemes about rotation and its components, developed. It is recommended that cognitive loads be considered while designing instruction executed in a DGLE.

What These Findings Tell Us. Reply to Kelly et al. What Do These Findings Tell Us? Comment on "Tinella et al. Cognitive Efficiency and Fitness-to-Drive along the Lifespan: The Mediation Effect of Visuospatial Transformations. Brain Sci. 2021, 11, 1028".

The study of the contribution of spatial transformation skills to driving behavior is a research topic substantiated by scarce evidence. In previous studies, we found that mental rotation and perspective-taking skills have an influence on performance in driving tasks by conveying the distal effects of the general cognitive efficiency on the execution of driving maneuvers. Studies have provided evidence on the relevance of the cognitive processes of encoding, imagined rotation, and spatial orientation in the accuracy of both the vehicle management during stressful driving situations and the acquisition of visual information on the traffic scenario. Results can find applications in both the training and the assessment of fitness to drive, as well as in the study of interaction between the drivers and in-vehicle devices. The lack of cross-validations in path analysis models cannot be assumed, a priori, to be capitalizing on chance and as an example of bad science. The non-replicability of a study should be demonstrated before it is proclaimed. The purpose of this reply was to address the questions raised by Kelly et al. (2022)—that is, “Do these results seem replicable?” and “How do these results advance our understanding of brain function and/or human behavior?”—by providing additional information on the study in question.

The role of mental rotation in TetrisTM gameplay: An ACT-R computational cognitive model

The mental rotation ability is an essential spatial reasoning skill in human cognition and has proven to be an essential predictor of mathematical and STEM skills, critical and computational thinking. Despite its importance, little is known about when and how mental rotation processes are activated in games explicitly targeting spatial reasoning tasks. In particular, the relationship between spatial abilities and TetrisTM has been analysed several times in the literature. However, these analyses have shown contrasting results between the effectiveness of Tetris-based training activities to improve mental rotation skills. In this work, we studied whether, and under what conditions, such ability is used in the TetrisTM game by explicitly modelling mental rotation via an ACT-R based cognitive model controlling a virtual agent. The obtained results show meaningful insights into the activation of mental rotation during game dynamics. The study suggests the necessity to adapt game dynamics in order to force the activation of this process and, therefore, can be of inspiration to design learning activities based on TetrisTM or re-design the game itself to improve its educational effectiveness.