Spatial Intelligence Research Articles

Interactive Multimedia by Stimulating Visual-Spatial Intelligence Trial

Covalent bonding is an abstract and unobservable therefore it is necessary to develop interactive multimedia which present visualization in three dimension (3D) as an aid to represent unobservable matter. This study focuses on investigating the effectiveness of interactive multimedia by stimulating visual spatial intelligence on the covalent bond that has been developed. This study is according to the Research and Development model based on Sugiyono’s model including finding potential & problem, collecting data, product design, product validation, product revision and limited to product trials (Stage 6). The effectiveness of interactive multimedia is examined from the improvement of student learning outcomes after using interactive multimedia. N-gain results shows that interactive multimedia was effective to enhance learning outcomes. The results showed that 81.2% of students in high category and 18.2% in the medium category. This study shows that there is an increase in student learning outcomes after using interactive multimedia by stimulating visual-spatial intelligence

The extent to which the university district teachers in Jordan practice multiple intelligences in the classroom and its relationship to some variables

هدفت الدراسة للتعرف على مدى ممارسة معلمي لواء الجامعة في الأردن للذكاءات المتعددة داخل الغرفة الصفية وعلاقة ذلك ببعض المتغيرات. ولتحقيق أهداف الدراسة تم تطوير مقياس بواقع (36) عبارة موزعة على (8) ذكاءات من نظرية الذكاءات المتعددة، وهي (الذكاء اللغوي والذكاء المنطقي والذكاء الفراغي/ المكاني والذكاء الجسدي والذكاء الموسيقي والذكاء الاجتماعي والذكاء الشخصي. وتكونت عينة الدراسة من (200) معلما ومعلمة من معلميالمدارس الحكومة في مديرية لواء الجامعة، وكشفت نتائج الدراسة أن درجة ممارسة معلمي لواء الجامعة في الأردن للذكاءات المتعددة داخل الغرفة الصفية جاءت بدرجات مرتفعة وعلى النحو التالي: الذكاء المنطقي والذكاء الاجتماعي والذكاء الشخصي والذكاء اللغوي والذكاء الجسدي والذكاء الفراغي/ المكاني، باستثناء الذكاء الموسيقي الذي حصل على درجة متوسطة. وكذلك عدم وجود فروق ذات دلالة إحصائية تعزى لأثر جنس المعلم في جميع المجالات وفي الدرجة الكلية باستثناء الذكاء اللغوي وجاءت الفروق لصالح الإناث. بالإضافة إلى عدم وجود فروق ذات دلالة إحصائية تعزى لأثر المؤهل العلمي في جميع المجالات وفي الدرجة الكلية باستثناء الذكاء الشخصي وجاءت الفروق لصالح البكالوريوس. واستنادا للنتائج أوصى الباحث بضرورة الاهتمام بعقد دورات عن نظرية الذكاءات المتعددة لتعريف المعلمين بأهمية ممارستها داخل الغرفة الصفية.

Less-Intelligent and Unaware? Accuracy and Dunning-Kruger Effects for Self-Estimates of Different Aspects of Intelligence.

People’s perceptions of their intelligence correlate only moderately with objective intelligence measures. On average, people overestimate themselves. According to the popular Dunning–Kruger effect, this is particularly true for low performers: across many domains, those in the lowest quartile overestimate their abilities the most. However, recent work using improved statistical approaches found little support for a Dunning–Kruger effect in general intelligence. We investigated accuracy and Dunning–Kruger effects for self-estimates of general, verbal, numerical, and spatial intelligence—domains that differed in how well they can be judged in the past. A total of 281 participants completed self-estimates and intelligence measures online. Self-estimates showed mostly moderate correlational accuracy that was slightly higher for numerical intelligence and lower for verbal intelligence. Across domains, participants rated their intelligence as above average. However, as their intelligence was indeed high, this was not an overestimation. While standard analyses indicated Dunning–Kruger effects in general, verbal, and spatial intelligence, improved statistical methods only yielded some support for one in verbal intelligence: people with lower verbal intelligence tended to have less self-knowledge about it. The generalizability of these findings is limited to young, highly educated populations. Nevertheless, our results contribute to a growing literature questioning the generality of the Dunning–Kruger effect.

Student's Error Analysis In Solving Definite Integral Problem Based On Multiple Intelligences

One of the factors that students perform errors in solving mathematic problem is student’s intelligence. Gardner mentioned there are eight types of multiple intelligences, there are linguistic, logical mathematical, kinesthetic, musical, spatial, interpersonal, intrapersonal and naturalistic. Student’s error can be analyzed using Newman’s error analysis which contains five types of errors, there are reading error, comprehension error, transformation error, process skill error, and encoding error. This research is descriptive qualitative research which aims to describe the types of student’s error in solving definite integral based on multiple intelligences. The subjects of this research are three grade XII senior high school students in Sidoarjo whom have intelligences related to mathematic, there are logical mathematical intelligence, linguistic intelligence and spatial intelligence. Data was collected by giving multiple intelligences test, definite integral problems and interview. Data analysis technique are data reduction, data presentation and data verification. The result of this research showed that: (1) students with logical mathematical intelligence perform transformation error, process skill error and kesalahan encoding error; (2) students with linguistic intelligence perform reading error, comprehension error, transformation error, process skill error and encoding error; (3) students with spatial intelligence perform reading error, transformation error and encoding error.

Students' Understanding of Mathematical Concepts in terms of Emotional and Spatial Intelligence

Conceptual understanding is one of the core standards in mathematics or as a key component of mathematical skills. Understanding mathematical concepts is knowledge that involves a thorough understanding of the underlying concepts and the basis behind the algorithms performed in mathematics. A student must have this understanding if he wants to understand mathematics in depth. The problem may not be because it is solely related to the learning process, but rather the internal intelligence of students. This study examines how the relationship between spatial and emotional intelligence with students' understanding of mathematical concepts. This research is a correlational research with multiple correlation research design. This research involved 66 students of SMP class VIII in Kab. East Manggarau, NTT as a sample. Data collection is done by using questionnaires and tests. Before the data were analyzed correlatively, both simple and multiple, the analysis prerequisite tests were carried out, namely normality, linearity, and multicollinearity. The results of data analysis show that these three test requirements are met and the results of hypothesis testing indicate that there is a positive and significant relationship between emotional and spatial intelligence and students' understanding of mathematical concepts (either partially or simultaneously). Simultaneously, these two intelligences contribute 16.08% to increasing students' understanding of mathematical concepts. The study provides a recommendation that in improving students' understanding of mathematical concepts, consideration of students' basic intelligence factors needs to be considered before being treated or designing a mathematics learning environment

Construction Quantification Achievement: The Effect of Individual Cognitive Ability and Demographic Differences

In responding to the construction quantification learning effect and academic achievements of the quantity surveying learners, the study examines the effects of several potential characteristics concerning specific individual differences such as cognitive abilities and demographics. Specifically, the study aims to compare the effects of individual differences in cognitive thinking, such as low or high spatial visualisation abilities and the demographics of learners (gender and age), towards the construction quantification achievement. The target respondent would be the quantity surveying learners (potential semi-professional graduates) in Malaysian public institutions. This preliminary study used a quantitative approach to determine the critical factors and indicators that lead to learners’ moderate performance in the construction quantification course. A significant relationship between spatial visualisation ability (SVA) and the construction quantification achievement concludes that spatial intelligence serves as a framework to support people facing difficulties interpreting 2-dimensional (2D) graphics representation. Seemingly, SVA is crucial to be possessed by the potential learners who wish to enrol in the quantity surveying programme. To successfully function and become more independent construction quantification learners in quantity surveying technical disciplines programme, these people need to have more spatial ability. However, there are no significant differences between different gender and age learners categories in spatial visualisation ability test (SVAT) scores and the construction quantification test (CQT) scores as the findings were insignificant. The result obtained in this study hoped to clarify the importance of cognitive ability and demographic differences to the construction quantification achievement.

Mapping, validating, and interpreting spatio-temporal trends in post-disturbance forest recovery

The success and rate of forest regeneration has consequences for sustainable forest management, climate change mitigation, and biodiversity, among others. Systematically monitoring forest regeneration over large and often remote areas is challenging. Remotely sensed data and associated analytical approaches have demonstrated consistent and transparent options for spatially-explicit characterization of vegetation return following disturbance. Moreover, time series of satellite imagery enable the establishment of spatially meaningful recovery baselines that can provide a benchmark for identifying areas that are either under- or over-performing relative to those baselines. This information allows for the investigation and/or prioritization of areas requiring some form of management intervention, including guiding tree planting initiatives. In this research, we assess recovery following stand replacing disturbances for the 650 Mha forested ecosystems of Canada for the period 1985–2017, wherein ~51 Mha of Canada's forested ecosystems were impacted by wildfire, and ~ 21 Mha were impacted by harvesting. For quantification of forest recovery, we implement the Years to Recovery or Y2R metric using Landsat time series data based on the Normalized Burn Ratio (NBR) to relate the number of years required for a pixel to return to 80% of its pre-disturbance NBR value. By the end of the analyzed period, 76% of areas impacted by wildfire were considered spectrally recovered compared to 93% of harvested areas. On average, we found that harvest areas had more rapid spectral recovery (mean Y2R = 6.1 years) than wildfire (mean Y2R = 10.6 years) and importantly, that Y2R varied by ecozone, disturbance type, pre-disturbance land cover, and latitude. We used airborne laser scanning data to assess whether pixels that were considered spectrally recovered had attained United Nations Food and Agricultural Organization benchmarks of canopy height (>5 m) and cover (>10%) across four geographic regions representing different forest types. Overall, 87% and 97% of recovered pixels sampled in harvests and wildfires, respectively, had achieved at least one of the benchmarks, with benchmarks of height more readily achieved than benchmarks of cover. By analyzing spatial patterns of Y2R, we identified areas that had significant positive or negative spatial clustering in their rate of spectral recovery. Approximately 3.5–4% of areas disturbed by wildfire or harvest had significant positive spatial clustering, indicative of slower spectral recovery rates; these areas were also less likely to have attained benchmarks of height and cover. Conversely, we identified significant negative spatial clustering for 0.94% of areas recovering from harvest and 1.93% of areas recovering from wildfire, indicative of spectral recovery that was more rapid than the ecozonal baseline. Herein, we demonstrated that remote sensing can provide spatial intelligence on the nature of disturbance-recovery dynamics in forested ecosystems over large areas and moreover, can retrospectively quantify and characterize historic forest recovery trends within the past three decades that have implications for forest management, climate change mitigation, and restoration initiatives in the near term.

Improved Use of Drone Imagery for Malaria Vector Control through Technology-Assisted Digitizing (TAD)

Drones have the potential to revolutionize malaria vector control initiatives through rapid and accurate mapping of potential malarial mosquito larval habitats to help direct field Larval Source Management (LSM) efforts. However, there are no clear recommendations on how these habitats can be extracted from drone imagery in an operational context. This paper compares the results of two mapping approaches: supervised image classification using machine learning and Technology-Assisted Digitising (TAD) mapping that employs a new region growing tool suitable for non-experts. These approaches were applied concurrently to drone imagery acquired at seven sites in Zanzibar, United Republic of Tanzania. Whilst the two approaches were similar in processing time, the TAD approach significantly outperformed the supervised classification approach at all sites (t = 5.1, p < 0.01). Overall accuracy scores (mean overall accuracy 62%) suggest that a supervised classification approach is unsuitable for mapping potential malarial mosquito larval habitats in Zanzibar, whereas the TAD approach offers a simple and accurate (mean overall accuracy 96%) means of mapping these complex features. We recommend that this approach be used alongside targeted ground-based surveying (i.e., in areas inappropriate for drone surveying) for generating precise and accurate spatial intelligence to support operational LSM programmes.

ICTs and Speed Learning in Special Education: High-Consciousness Training Strategies for High-Capacity Learners through Metacognition Lens

Education in the 21st century is called upon to prepare students with disabilities to enter a high-consciousness society where people can learn, think and react fast. The current review paper aims at investigating the role of fast learning in special education. We trace the essential indicators of speed learning with a special focus on those factors that are most relevant to learning disabilities. Afterward, we present evidence-based training techniques and strategies that speed up learning. In addition, we examine the role of ICTs as essential training tools in speed learning. Finally, we discuss the role of metacognition in training fast and conscious learners. The results of this review showed that speed learning training techniques improve all those factors that accelerate learning such as spatial attention, visual span, processing speed, speed reaction, executive functions, metacognition and consciousness. Most important, fast learning strategies meliorate control processes and spatial intelligence which is extremely fast and powerful. This study also points to the option of including high-speed training techniques in schools to help children with or without disabilities to become conscious and high-capacity learners.

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.

Design of an AI Health Risk Assessment System for Dietary Hygiene of Key Groups Based on IoT Wearable Devices

Population Spatio-temporal big data mining and analysis techniques have been applied to risk assessment of disease transmission, which can describe disease transmission pathways and high-risk areas in fine detail. Based on spatial statistical analysis and artificial intelligence technology, this study seeks to break through the previous risk warning model of a single data source from medical institutions in the era of small data and designs an AI health risk assessment system for the dietary hygiene of key populations. The system is designed to collect multi-source Spatio-temporal big data consisting of urban population positioning, a sanitary inspection of restaurant premises, foodborne disease cases in medical institutions, and environmental monitoring. Spatial location attributes are assigned to the monitoring data, and food and multi-source data are fused across borders. Through the Internet of Things (IoT) technology, the system is designed with an IoT system consisting of sensors for automatic monitoring and wearable devices for real-time warning. Based on the spatial and artificial intelligence models, the system designs personalized and real-time early warning information for critical populations to prevent dietary health risks and provide scientific basis and support for public health departments to prevent foodborne diseases.

Convenience Store with Spatial Intelligence Technology: Proposal for a System for Sales Promotion, Product Information, and Monitoring

Convenience Store with Spatial Intelligence Technology: Proposal for a System for Sales Promotion, Product Information, and Monitoring

Integrating GPS Technology and Gaming as Tools for Improving Spatial Intelligence

Integrating GPS Technology and Gaming as Tools for Improving Spatial Intelligence

Multiple Intelligences Theory Intelligence Formed in Economic Subjects

Each discipline has different characteristics and requires different bits of intelligence. Each discipline must have one or more intelligence that has the potential to be developed based on the characteristics of the discipline. In this study, the discipline that will be taken is economics. This article is a study that aims to find out what types of intelligence will develop in economics learning according to the characteristics of economics learning. This research is a qualitative type of research that is a literature study whose primary object is obtained from the existing literature. Systematic, clear, logical, and factual information is needed in qualitative research. In the study, it was found that learning economics which has analytical characteristics that generally use problem-solving methods has the potential to highlight multiple intelligences in students who are trained based on the character of the economics subject itself. This intelligence includes linguistic, logical-mathematical, spatial, interpersonal, personal, and naturalist intelligence.

A Comparative Study of Multiple Intelligence of Government and Private Secondary School Students

The present study was undertaken to compare multiple intelligence of Government and Private Secondary School Students. Multiple—Intelligence is both innate and acquired mental abilities that human beings use and develop through education. They are combination of physical, biological and social domain. Descriptive Survey method was used in this study with the sample of 50 boys and 50 girls in secondary school. Howard Gardner’s Multiple Intelligence Test (1983) was used for data collection. It was found that there is significant difference between the secondary school students of Government and Private. So, we can say that multiple intelligence of Government and private secondary school students differ significantly. It was also inferred that the Linguistic/verbal intelligence of girls is higher than boys. The Logical/Mathematical intelligence of boys was greater than girls where Musical intelligence of girls is greater than boys. The spatial and kinesthetic intelligence of boys was greater than girls. Intrapersonal and interpersonal intelligence of girls were greater than boys, whereas existential intelligence of boys and girls is equal.

The Relationship between Multiple Intelligences of Preservice Elementary Teacher toward Their Gender and Performances

This research studies whether there is a significant relationship between the multiple intelligences of pre-service elementary teachers, their gender, and their performances. The survey method has been used for this study. A “Multiple Intelligence Profiling Questionnaire III (MIPQ-III)” was used to collect the multiple intelligences of the participants. Reliability-test has been used to see the consistency of the questionnaire. In order to analysis of the data, descriptive statistics, independent sample t-test, and Pearson correlation were used for this study. Results showed that naturalistic intelligence has the highest mean score. Meanwhile, logical-mathematics intelligence has the lowest mean score. Results also showed that logical-mathematic, verbal-linguistic, spatial, bodily-kinesthetics, and interpersonal intelligence have differences based on gender, while other intelligence has no differences. Furthermore, results also show that all intelligence, excluding naturalistic, positively correlates with the performances. Lastly, hierarchical regression shows that among the multiple intelligences, the logical-mathematics intelligence becomes a predictor for the performance of the pre-service elementary teachers. The implications of this study, such as the results, show a relationship between multiple intelligence and elementary school pre-service teachers. Besides that, it is found that the multiple intelligence of elementary pre-service teachers has a wide variety of impacts on the performance of those pre-service teachers in the future. Thus, it is expected that relevant stakeholders can better review these aspects, especially in the curriculum

IMPACT OF DESCRIPTIVE GEOMETRY ON THE IMPROVEMENT OF SPATIAL ABILITIES OF ARCHITECTURE STUDENTS

<jats:p>Spatial intelligence is an important skill for students of technical faculties, especially those fields where the capacity for engineering thinking and creative expression is equally valued. The field of Architecture is emphasized here, and the issue of assessing the spatial abilities of architecture students and their improvement has often been observed. This paper will examine the impact of the course of descriptive geometry on the development of their spatial thinking, and whether there is progress between the initial spatial abilities with which students were enrolled and abilities after completing the first semester of study.</jats:p>

Systematic Review of the Development of Spatial Intelligence through Augmented Reality in STEM Knowledge Areas

This study presents a systematic review (SR) of the literature on the use of Augmented Reality (AR) for the development of spatial skills of secondary and higher education students in the teaching of subjects related to the area of Science, Technology, Engineering and Mathematics (STEM). Numerous researchers have confirmed that students tend to have difficulties in acquiring learning content with a high visual load, which is why AR is being used to improve teaching–learning processes. This paper aims to present information of interest to researchers, teachers and software developers about the advantages and limitations of AR in the development of spatial intelligence, the integration and development of AR applications, as well as the predominant spatial skills and assessment methods. In this regard, an initial search was carried out which returned 242 articles. After reviewing and assessing their eligibility, a total of 17 papers published since 2002 were selected. The findings reveal an increase in the number of investigations over the last few years. Some of the most notable findings are the improvement of spatial skills of students through the inclusion of AR in educational environments, the need for teacher training, the lack of personalization in the applications developed and the scarcity of augmented materials in the form of Open Educational Resources (OER).

Relevansi Pendidikan Musik Terhadap Kecerdasan Intelektual Anak Usia Dini

Abstract: This study aims to determine the relevance of music education to intellectual intelligence in early childhood. The method used in this research is qualitative method. While the approach in this study uses a library research approach. The results of the study prove that there is a close relationship between music playing skills and intellectual intelligence. Children who received a music education program increased their spatial intelligence (spatial intelligence) compared to children who were not exposed to music. Not only spatial intelligence, music also improves children's language and vocabulary skills as well as logic which in the end the child is able to organize ideas and be able to solve problems. Keyword : Music, Intellectual Intelligence, Children

A new structural model for measuring spatial intelligence

Introduction. The task of studying the structure and dynamics of spatial thinking of schoolchildren and students is relevant for general and educational psychology and private teaching methods. The research goal of the article is to theoretically substantiate, develop and test a structural model for measuring the spatial intelligence of students and schoolchildren.Materials and Methods. On the basis of a comparative analysis of the content of the definition of "spatial intelligence" in domestic and foreign educational psychology (I.S. Yakimanskaya, H. Gardner), a structural model and a rapid test for measuring the spatial intelligence of students and schoolchildren have been developed. The Structural Equation Modeling methodology was used to validate the developed express test. The research sample consisted of 688 schoolchildren from Novosibirsk at the age from 10 to 15 years.Results. The model for measuring the spatial intelligence of students and schoolchildren is developed by correlating the components of spatial intelligence: spatial knowledge, spatial abilities, spatial skills, with the corresponding cognitive processes: perception of space, spatial representation (thinking), spatial imagination. Based on the classification of intelligence tests into three separate categories: spatial perception, spatial visualization, mental rotation from intelligence subtests (R. Amthauer, M.C. Linn, A.C. Petersen, M. Sjölinder), a rapid test was constructed. The reliability (validity) of the express test was confirmed using structural equation modeling by the method of confirmatory factor analysis of models consisting of 15 indicators and one factor (spatial intelligence) or three factors (spatial knowledge, spatial abilities and spatial skills).Discussion and Conclusions. The theoretical significance of the developed structural model is that it reveals the mechanisms of the natural development of spatial intelligence, depending on the degree of formation of its substructures. The practical significance of the obtained result lies in the development of methodological foundations for screening diagnostics of the spatial intelligence of schoolchildren and is due to the high importance of spatial thinking for solving educational problems.