Mental Rotation Training Research Articles

A Conceptual Framework for Integrating Mental Rotation and 3D Animation Pedagogy

This conceptual paper introduces a framework exploring the emotive dimensions of spatial learning in college students, employing a quantitative research approach. Integrating the mental rotation method with 3D animation pedagogy, the research aims to elucidate the interplay between emotional learning and spatial visualization enhancement. Quantitative data analysis includes descriptive statistics, independent samples t-tests, and analysis of variance (ANOVA). The framework proposes that this combination can evoke positive emotions, such as engagement and enjoyment, contributing to a more effective spatial learning experience. Findings emphasize the mediating role of emotional engagement in the relationship between pedagogical methods and spatial learning outcomes. Educators are encouraged to consider students' emotional responses, recognizing the potential of positive emotions to enhance mental rotation training within the context of 3D animation. In conclusion, this conceptual framework provides a foundation for further research and practical applications, aiming to optimize spatial learning outcomes in college students.

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.

Utilizing augmented reality for embodied mental rotation training: A learning analytics study

AbstractMental rotation is the ability to mentally rotate two‐dimensional and three‐dimensional objects in one's mind. Previous studies have examined the relationship between mental rotation abilities and embodied cognition. However, conflicting findings underscore the necessity for further investigation. This study aims to investigate how different levels of embodiment in mental rotation training affect mental rotation training. Three versions of mental rotation training with different levels of embodiment (keyboard, touchpad and augmented reality) were developed for this study. A quasi‐experimental study was conducted with a total of 125 university students to explore how different training versions affect participants' training performances, perception of the usability of the training and mental rotation ability. The results suggest those who used the versions with higher levels of bodily engagement performed better than those who used the versions with lower levels of bodily engagement (p < 0.001). Participants' mental rotation ability also improved significantly after training with the augmented reality (AR1) version compared to those in the keyboard group (p = 0.01). The learning analytics results provide additional clarity by indicating that the participants' mental rotation ability can be predicted by their training performance in the AR condition (p < 0.001). This study has significant implications for the potential of using embodied AR training to improve mental rotation ability. Practitioner notesWhat is already known about this topic Mental rotation ability is a malleable trait that can be improved through repeated and long‐term game‐based training. Short‐term training using digital games has limited impacts on mental rotation ability. Mental rotation abilities are linked to our bodily interactions with the physical world. What this paper adds Investigates how different levels of bodily engagement in a digital game affect short‐term mental rotation training. Investigates how different levels of bodily engagement in a mental rotation training game affect players' game performance and perception of the usability of the game. Investigates if players' performance in a mental rotation training game can predict their mental rotation ability and self‐diagnosed sense of direction. Leverages learning analytics to explain findings generated by traditional research methods. Implications for practice and/or policy Leveraging augmented reality technology in more embodied mental rotation training games can facilitate short‐term gains in mental rotation. Game‐based learning researchers should consider leveraging learning analytics techniques to provide richer and more nuanced explanations for findings generated by traditional research methods. Game performance in effective mental rotation training games can predict mental rotation abilities, thus potentially assessing such abilities.

Gender Differences in Mental Rotational Training Based on Computer Adaptive Tests.

Mental rotation tasks have been widely used to assess individuals' spatial cognition and the ability to mentally manipulate objects. This study employed a computerized adaptive training method to investigate the behavioral performance of participants of different genders in mental rotation tasks with different rotation angles before and after training. A total of 44 Chinese university students participated in the experiment, with the experimental group undergoing a five-day mental rotation training program. During the training phase, a three-down/one-up staircase procedure was used to adjust the stimulus levels (response time) based on participants' responses. The results showed that the training had a facilitative effect on the mental rotation ability of both male and female participants, and it was able to eliminate the gender differences in mental rotation performance. Regarding the angles, we observed that the improvement in the angles involved in the training was significantly higher compared to untrained angles. However, no significant differences in improvement were found among the three trained angles. In summary, these findings demonstrate the effectiveness of computerized adaptive training methods in improving mental rotation ability and highlight the influence of gender and angles on learning outcomes.

Reciprocal facilitation between mental and visuomotor rotations

Humans exhibit remarkably complex cognitive abilities and adaptive behavior in daily life. Cognitive operation in the "mental workspace," such as mentally rotating a piece of luggage to fit into fixed trunk space, helps us maintain and manipulate information on a moment-to-moment basis. Skill acquisition in the "sensorimotor workspace," such as learning a new mapping between the magnitude of new vehicle movement and wheel turn, allows us to adjust our behavior to changing environmental or internal demands to maintain appropriate motor performance. While this cognitive and sensorimotor synergy is at the root of adaptive behavior in the real world, their interplay has been understudied due to a divide-and-conquer approach. We evaluated whether a separate domain-specific or common domain-general operation drives mental and sensorimotor rotational transformations. We observed that participants improved the efficiency of mental rotation speed after the visuomotor rotation training, and their learning rate for visuomotor adaptation also improved after their mental rotation training. Such bidirectional transfer between two widely different tasks highlights the remarkable reciprocal plasticity and demonstrates a common transformation mechanism between two intertwined workspaces. Our findings urge the necessity of an explicitly integrated approach to enhance our understanding of the dynamic interdependence between cognitive and sensorimotor mechanisms.

Effect of mental rotation skills training on ultrasound-guided regional anaesthesia task performance by novice operators: a rater-blinded, randomised, controlled study

BackgroundThe effect of mental rotation training on ultrasound-guided regional anaesthesia (UGRA) skill acquisition is currently unknown. In this study we aimed to examine whether mental rotation skill training can improve UGRA task performance by novice operators. MethodsWe enrolled 94 volunteers with no prior experience of UGRA in this randomised controlled study. After a baseline mental rotation test, their performance in a standardised UGRA needling task was independently assessed by two raters using the composite error score (CES) and global rating scale (GRS). Volunteers with low baseline mental rotation ability were randomised to a mental rotation training group or a no training group, and the UGRA needling task was repeated to determine the impact of the training intervention on task performance. The study primary outcome measure was UGRA needling task CES measured before and after the training intervention. ResultsMultivariate analyses controlling for age, gender, and previous performance showed that participants exposed to the training intervention made significantly fewer errors (CES B=-0.66 [standard error, se=0.17]; P<0.001; 95% confidence interval [CI], -0.92 to -0.26) and displayed improved overall performance (GRS B=6.15 [se=2.99], P=0.048, 95% CI=0.06 to 12.13) when undertaking the UGRA needling task. ConclusionsA simple training intervention, based on the manipulation and rotation of three-dimensional models, results in improved technical performance of a UGRA needling task in operators with low baseline mental rotation skills.

Strengthening spatial reasoning: elucidating the attentional and neural mechanisms associated with mental rotation skill development

Spatial reasoning is a critical skill in many everyday tasks and in science, technology, engineering, and mathematics disciplines. The current study examined how training on mental rotation (a spatial reasoning task) impacts the completeness of an encoded representation and the ability to rotate the representation. We used a multisession, multimethod design with an active control group to determine how mental rotation ability impacts performance for a trained stimulus category and an untrained stimulus category. Participants in the experimental group (n = 18) showed greater improvement than the active control group (n = 18) on the mental rotation tasks. The number of saccades between objects decreased and saccade amplitude increased after training, suggesting that participants in the experimental group encoded more of the object and possibly had more complete mental representations after training. Functional magnetic resonance imaging data revealed distinct neural activation associated with mental rotation, notably in the right motor cortex and right lateral occipital cortex. These brain areas are often associated with rotation and encoding complete representations, respectively. Furthermore, logistic regression revealed that activation in these brain regions during the post-training scan significantly predicted training group assignment. Overall, the current study suggests that effective mental rotation training protocols should aim to improve the encoding and manipulation of mental representations.

The Role of Mental and Motor Processes in Conceiving, Developing and Validating 3D Interactive Human Anatomy Learning Tools

Understanding human anatomy requires several mental and motor processes: i) mental imagery: the ability to mentally represent a physical object, a concept or a situation; ii) mental rotation: the ability to mentally turn the image of an object in the three space planes; iii) motor imagery: the ability to imagine a human movement without any real movement execution. These mental and motor processes have been used in Lyon 1 university to conceive and develop hundreds of 3D animations that are used to teach anatomy for undergraduate allied health sciences students, especially kinesiology students. All our animations are available in our YouTube Chanel “Anatomie 3D Lyon”. Our approach is experimentally validated through several paradigms. For instance, we found a significant correlation between anatomy examination results and visuo‐spatial ability tests (Guillot et al., 2007). We also showed that mental rotation training enhanced the acquisition of anatomical information requiring visuo‐spatial ability (Hoyek et al., 2009). Our 3D animations, when used in real learning condition, enhance the acquisition of anatomy knowledge requiring spatial ability as compared to 2D images (Hoyek et al., 2014). We further showed the efficiency of 3D animations compared to static 3D images in the mental representation and description of the scapula (Berney et al. 2015). In sum, 3D animations are efficient in teaching and learning anatomy, however their passive visualization lacks interaction, which is essential for anatomy learning. In our actual funded projects (Antepulsio and An@tomy 2020) we are developing new interactive tools that allow both personal body experience and good spatial representation of anatomical structures. This approach is based on evidences that body movements could improve learning of different knowledge by augmenting or enriching traces in long‐term memory. This embodied perspective is particularly relevant for functional anatomy learning as the knowledge to acquire could be specifically related to the learner’s body in motion. Our new prototypes as well as our related preliminary results will be presented during the conference. All our experiments were approved by our local ethic board. They were conducted on our kinesiology students with their understanding and consent.Support or Funding Information1) Agence Nationale de la Recherche: project An@tomy20202) Fond Unique Interministériel: project ANTEPULSIO

The Adoption of a Virtual Reality-Assisted Training System for Mental Rotation: A Partial Least Squares Structural Equation Modeling Approach.

BackgroundVirtual reality (VR) technologies have been developed to assist education and training. Although recent research suggested that the application of VR led to effective learning and training outcomes, investigations concerning the acceptance of these VR systems are needed to better urge learners and trainees to be active adopters.ObjectiveThis study aimed to create a theoretical model to examine how determining factors from relevant theories of technology acceptance can be used to explain the acceptance of a novel VR-assisted mental rotation (MR) training system created by our research team to better understand how to encourage learners to use VR technology to enhance their spatial ability.MethodsStereo and interactive MR tasks based on Shepard and Metzler’s pencil and paper test for MR ability were created. The participants completed a set of MR tasks using 3D glasses and stereoscopic display and a 6-degree-of-freedom joystick controller. Following task completion, psychometric constructs from theories and previous studies (ie, perceived ease of use, perceived enjoyment, attitude, satisfaction, and behavioral intention to use the system) were used to measure relevant factors influencing behavior intentions.ResultsThe statistical technique of partial least squares structural equation modeling was applied to analyze the data. The model explained 47.7% of the novel, VR-assisted MR training system’s adoption intention, which suggests that the model has moderate explanatory power. Direct and indirect effects were also interpreted.ConclusionsThe findings of this study have both theoretical and practical importance not only for MR training but also for other VR-assisted education. The results can extend current theories from the context of information systems to educational and training technology, specifically for the use of VR-assisted systems and devices. The empirical evidence has practical implications for educators, technology developers, and policy makers regarding MR training.

An Upper Limb Rehabilitation Training and Evaluation System for Stroke Patients

This system combines information technology and rehabilitation medicine. It adopts Motor Imagery (MI) intervention and mental rotation training mode in order to change the traditional inefficient mode of clinical stroke rehabilitation. We developed multi-functional side recognition rehabilitation and evaluation peripheral to evaluate the rehabilitation effect of stroke patients accurately and quantitatively. The healing effect, which reveals the degree of recovery to the patients, will no longer depend on the personal experience of the rehabilitation therapist. Based on the psychological hint and a client designed with Unity 3D, it makes the treatment less boring to stimulate the patients’ initiative during the training. This system confirms that the MI Intervention can to a certain degree improve function of limb motor and sensory feedback by analyzing 38 volunteer patients’ data in Huashan Hospital and Shanghai Jing’an District Central Hospital. Precise and quantitative evaluation results are given for the further treatment.

Evaluation of the effect of mental rotation (MR) training by functional magnetic resonance imaging (fMRI)

Evaluation of the effect of mental rotation (MR) training by functional magnetic resonance imaging (fMRI)

Differences in Neuronal Representation of Mental Rotation in Patients With Complex Regional Pain Syndrome and Healthy Controls

Spatial integration of parts of the body is impaired in patients with complex regional pain syndrome (CRPS). Because the training of mental rotation (MR) has been shown to be among the effective therapy strategies for CRPS, impairment of MR is also important for the pathophysiological understanding of CRPS. The aim of this study was to evaluate whether differences in the neural representation of MR occur between patients with CRPS and healthy controls (HC). Therefore, we included 15 patients with chronic CRPS and 15 age- and gender-matched HC. We assessed behavioral (accuracy and reaction time for MR of both hands), clinical (Disabilities of Arm, Shoulder and Hand questionnaire) and magnetic resonance imaging (T1-weighted, function magnetic resonance imaging during MR) data. Reaction times in the patient group were delayed compared with HC without a lateralization effect for the affected hand side. Although both groups showed an activation pattern typical for MR, only HC showed a highly significant contrast for the rotated versus unrotated hands in the right intraparietal sulcus. Patients with CRPS showed a reduction of functional magnetic resonance imaging activation in areas including the subthalamic nucleus, nucleus accumbens, and putamen. Regression analysis for the CRPS group emphasized the importance of putamen and nucleus accumbens activation for MR performance. This study highlights the reduced access of patients with CRPS for mental resources modulating arousal, emotional response, and subcortical sensorimotor integration. PerspectiveThis study localized the underlying neural responses for impaired mental rotation in patients with complex regional pain syndrome as a decrease in basal ganglia (putamen) and nucleus accumbens activation.

Boys and girls gain in spatial, but not in mathematical ability after mental rotation training in primary education

Several studies have shown that spatial skills can be improved and are linked to mathematical reasoning. However, there are few studies that have evaluated the effect of Mental Rotation (MR) training on mathematical performance in children aged 6–8 years. One of the studies has shown a transfer towards a mathematical task, while the other has failed to demonstrate it. The present study investigated with children in 2nd grade of Primary Education the effect of training on MR, with 450 trials distributed across three sessions, as well as on mathematical competence. The results showed an improvement in this spatial skill in the experimental group in relation to the control (ηp2 = 0.10). There were no differences between sexes in MR before training, and the increase was significantly higher in boys, when intelligence was controlled. Without controlling intelligence, both sexes improved at the same rate. These results are consistent with two parallel studies that were carried out with preschool and secondary school students. The MR training did not produce any improvement in mathematical ability.

Three-dimensional Visualization Software Assists Learning in Students with Diverse Spatial Intelligence in Medical Education.

This study evaluated effect of mental rotation (MR) training on learning outcomes and explored effectiveness of teaching via three-dimensional (3D) software among medical students with diverse spatial intelligence. Data from n = 67 student volunteers were included. A preliminary test was conducted to obtain baseline level of MR competency and was utilized to assign participants to two experimental conditions, i.e., trained group (n = 25) and untrained group (n = 42). Data on the effectiveness of training were collected to measure participants' speed and accuracy in performing various MR activities. Six weeks later, a large class format (LCF) session was conducted for all students using 3D software. The usefulness of technology-assisted learning at the LCF was evaluated via a pre- and post-test. Students' feedback regarding MR training and use of 3D software was acquired through questionnaires. MR scores of the trainees improved from 25.9±4.6 points to 28.1±4.4 (P = 0.011) while time taken to complete the tasks reduced from 20.9±3.9 to 12.2±4.4 minutes. Males scored higher than females in all components (P = 0.016). Further, higher pre- and post-test scores were observed in trained (9.0±1.9 and 12.3±1.6) versus untrained group (7.8±1.8; 10.8±1.8). Although mixed-design analysis of variance suggested significant difference in their test scores (P < 0.001), both groups reported similar trend in improvement by means of 3D software (P = 0.54). Ninety-seven percent of students reported technology-assisted learning as an effective means of instruction and found use of 3D software superior to plastic models. Software based on 3D technologies could be adopted as an effective teaching pedagogy to support learning across students with diverse levels of mental rotation abilities.

Mental rotation training in older adults: The role of practice and strategy.

There is evidence of mental rotation (MR) abilities responding to training even in older adults, but it is still not clear whether such training would have generalized and maintained effects. The aim of the present study was to examine the specific short- and long-term gains, and any transfer effects, induced by rotation training in healthy older adults. The study involved 43 healthy older adults: 14 practiced with 2 MR tasks, that is, a 3D same/different comparisons task and a Tetris game (the Mental Rotation [MR] group); 15 were trained to use a strategy based on concrete object manipulation and imagery, then practiced with the 2 rotation tasks (Strategy [S] + MR group); and 14 were involved in alternative nonspatial activities (active control group). Transfer and maintenance effects were assessed (after 1 month) using tasks similar to those used in the training (criterion tasks), different spatial tasks (mental rotation and perspective taking tasks) and a fluid intelligence task. The results showed a trend toward an improvement in successive training sessions. The S + MR and MR groups both gained substantially more than the active control group in the short- and long-term, in the criterion tasks and most of the tasks testing transfer effects. The S + MR group showed greater long-term gains than the MR group in most tasks. These findings support a positive effect of rotation training in older adults, particularly when associated with strategy use. (PsycINFO Database Record

From What Age Is Mental Rotation Training Effective? Differences in Preschool Age but Not in Sex.

Currently, there is evidence that spatial skills training leads to an improvement of such skills, although studies with children in the Preschool stage are very scarce. This paper aims to examine the effectiveness of mental rotation (MR) training and sex differences in preschool children. Two experiments were carried out. Experiment 1 included 59 children of 1st course (aged between 3 and 4 years) and Experiment 2, 61 children of 2nd course (aged between 4 and 5 years) of Preschool Education, distributed into control and training groups. The results showed a significant improvement in the MR ability of the training group (measured through a different test than the one used for training) only in the older children, and a tendency toward significance in the younger participants. Moreover, no sex differences in MR or group differences across age groups were found. These results regarding MR training support the malleability of spatial skills approach, particularly in 4–5 year-old preschoolers. This malleability should be enhanced in our educational system, as well as the implementation of educational and social policies that tend toward equality between sexes in the development of spatial skills. This can promote an equitable access to academic careers requiring high spatial skills such as engineering, science, technology or mathematics, in which nowadays women are underrepresented.

Supplemental Material for Mental Rotation Training in Older Adults: The Role of Practice and Strategy

Supplemental Material for Mental Rotation Training in Older Adults: The Role of Practice and Strategy

Semi-Immersive Virtual Reality for Improving the Mental Rotation Skill for Engineering Students: an Experimental Study

Engineering students need to have a high Mental Rotation Skill (MRS) to improve their Spatial Visualization Skills (SVS). MRS classified as a type of SVS. Having a high MRS, enhanced students to understand the engineering graphics course and pass it without difficulties. Instructors in engineering educations indicated that first-year students faced difficulties when visualizing models in engineering graphic course. Traditional tools such as textbooks and modeling techniques are not enough for enhancing the SVS of engineering students. This paper presents Virtual Mental Rotation Training (VMRT) system using semi-immersive virtual reality technology based on Purdue Spatial Visualization Skills: Rotation (PSVT:R), and on both analytical and combined mental rotation strategy to improve MRS for females’ engineering students. VMRT is an adapting system according to the student’s level of MRS. Moreover, we report the results of the experimental study using VMRT system and PSVT:R with axes and without axes. The results of pre-test and post-test results of the experimental study using (PSVT:R), indicate that the students have a probability of over 99% of improving their mental rotation skills. Also, results show 63% of improvement in the difference percentage between pre-test and post-test for engineering students who were training using VMRT. Moreover, the results indicate the students prefer to use analytical mental rotation strategy to improve their mental rotation skill.

Augmented reality technology combined with three-dimensional holography to train the mental rotation ability of older adults

A decline in the cognitive ability of mental rotation causes a poor sense of spatial direction and environmental cognitive capacity. Currently, training tasks for the elderly thus affected are still presented in 2D form. However, clinical research indicates that this strategy generates a cognitive load that reduces the interest of the trainees and diminishes the effects of training. In contrast, augmented reality (AR) is a rising solution that effectively reduces cognitive load, improves the sense of spatial direction of the elderly, and helps increase interest in training. We recruited 28 elderly (age ≥ 65 years) for this study. Fourteen were randomly assigned to an active Intervention group and were given AR-based 3D hologram (AR-3DH) mental rotation training, and 14 were assigned to a group that used the traditional 2D model. Both groups took ABA-designed pre-and post-tests that required inferring the rotating shapes' states from standard mental rotation tasks. Change scores for the two groups were compared using error rates and reaction times as covariates. After six-week of training, the mental rotation ability of the Intervention group improved through the use of AR-3DH training system during the intervention phase. The practical and developmental implications of the findings are discussed.

Experimental But Not Sex Differences of a Mental Rotation Training Program on Adolescents.

Given the importance of visuospatial processing in areas related to the STEM (Science, Technology, Engineering, and Mathematics) disciplines, where there is still a considerable gap in the area of sex differences, the interest in the effects of visuospatial skills training continues to grow. Therefore, we have evaluated the visuospatial improvement of adolescents after performing a computerized mental rotation training program, as well as the relationship of this visuospatial ability with other cognitive, emotional factors and those factors based on the experience with videogames. The study, which was performed on students aged 14 and 15 years old, showed a significant improvement in this visuospatial skill for a training group (n = 21) compared to a control group (n = 24). Furthermore, no significant sex differences were obtained for spatial ability or for any of the other tasks evaluated, either before or after training. Regarding the relationship between skills, a significant correlation between experience with video games and spatial ability was found, as well as between mathematical reasoning and intelligence and with spatial ability in the initial phase for the total sample. These findings are discussed from a cognitive point of view and within the current sociocultural context, where the equal use of new technologies could help reduce the visuospatial gap between sexes.