Visual-spatial Tasks Research Articles

Application of transcranial alternating current stimulation to improve eSports-related cognitive performance.

Electronic Sports (eSports) is a popular and still emerging sport. Multiplayer Online Battle Arena (MOBA) and First/Third Person Shooting Games (FPS/TPS) require excellent visual attention abilities. Visual attention involves specific frontal and parietal areas, and is associated with alpha coherence. Transcranial alternating current stimulation (tACS) is a principally suitable tool to improve cognitive functions by modulation of regional oscillatory cortical networks that alters regional and larger network connectivity. In this single-blinded crossover study, 27 healthy college students were recruited and exposed to 10 Hz tACS of the right frontoparietal network. Subjects conducted a Visual Spatial Attention Distraction task in three phases: T0 (pre-stimulation), T1 (during stimulation), T2 (after-stimulation), and an eSports performance task which contained three games ("Exact Aiming," "Flick Aiming," "Press Reaction") before and after stimulation. The results showed performance improvements in the "Exact Aiming" task and hint for a prevention of reaction time performance decline in the "Press Reaction" task in the real, as compared to the sham stimulation group. We also found a significant decrease of reaction time in the visual spatial attention distraction task at T1 compared to T0 in the real, but not sham intervention group. However, accuracy and inverse efficiency scores (IES) did not differ between intervention groups in this task. These results suggest that 10 Hz tACS over the right frontal and parietal cortex might improve eSports-related skill performance in specific tasks, and also improve visual attention in healthy students during stimulation. This tACS protocol is a potential tool to modulate neurocognitive performance involving tracking targets, and might be a foundation for the development of a new concept to enhance eSports performance. This will require however proof in real life scenarios, as well optimization.

INTERACTIVE SPATIAL TRAINING ANIMATES SEX DIFFERENCES IN PERFORMANCE AMONG FIRST-YEAR ENGINEERING STUDENTS

In a 2 × 2 (sex × intervention) experiment we investigated sex differences in performance gains and transfer after training on a brief intervention that used interactive animation and virtual objects to improve performance on a spatial visualization task. Participants were male and female first-year engineering students at a large public university who scored in the lower 60th percentile of a distribution of their peers on the Purdue Spatial Visualization Test. Compared to the control group, trained participants of both sexes showed significant improvement on stimuli viewed during the intervention. Further, trained participants significantly outperformed untrained participants on a transfer task, with trained female participants significantly outperforming trained male participants. We suggest possible explanations for the lack of sex differences in performance on the trained task and for the significant advantage demonstrated by trained female participants on the transfer task. We propose that a female engineering role model may confer a motivational advantage to female entry-level engineering students.

Autism-related traits are related to effectiveness of immersive visual guidance on spatial cognitive ability: a pilot study

A head-mounted display could potentially restrict users’ visual fields and thereby impair their spatial cognitive ability. Spatial cognition can be assisted with immersive visual guidance. However, whether this technique is useful for individuals with autism-spectrum disorder (ASD) remains unclear. Given the recent virtual reality (VR) contents targeting individuals with ASD, the relationship between ASD-related traits and the effectiveness of immersive visual guidance should be clarified. This pilot study evaluated how ASD-related traits (autistic traits and empathizing–systemizing cognitive styles) among typically developing individuals are related to the effectiveness of visual guidance. Participants performed visual search and spatial localization tasks while using immersive visual guidance. In the visual search task, participants searched immersive VR environments for a target object and pushed a button according to the target color as quickly as possible. In the localization task, they viewed immersive visual guidance for a short duration and localized the guided direction via a controller. Results showed that visual search times were hastened with systemizing cognition. However, ASD-related traits were not significantly related to localization accuracy. These findings suggest that immersive visual guidance is generally useful for individuals with higher ASD-related traits.

An Examination of the Effects of Virtual Reality Training on Spatial Visualization and Transfer of Learning.

Spatial visualization ability (SVA) has been identified as a potential key factor for academic achievement and student retention in Science, Technology, Engineering, and Mathematics (STEM) in higher education, especially for engineering and related disciplines. Prior studies have shown that training using virtual reality (VR) has the potential to enhance learning through the use of more realistic and/or immersive experiences. The aim of this study was to investigate the effect of VR-based training using spatial visualization tasks on participant performance and mental workload using behavioral (i.e., time spent) and functional near infrared spectroscopy (fNIRS) brain-imaging-technology-derived measures. Data were collected from 10 first-year biomedical engineering students, who engaged with a custom-designed spatial visualization gaming application over a six-week training protocol consisting of tasks and procedures that varied in task load and spatial characteristics. Findings revealed significant small (Cohen's d: 0.10) to large (Cohen's d: 2.40) effects of task load and changes in the spatial characteristics of the task, such as orientation or position changes, on time spent and oxygenated hemoglobin (HbO) measures from all the prefrontal cortex (PFC) areas. Transfer had a large (d = 1.37) significant effect on time spent and HbO measures from right anterior medial PFC (AMPFC); while training had a moderate (d = 0.48) significant effect on time spent and HbR measures from left AMPFC. The findings from this study have important implications for VR training, research, and instructional design focusing on enhancing the learning, retention, and transfer of spatial skills within and across various VR-based training scenarios.

Overactivated contextual visual perception and response to a single dose of methylphenidate in children with ADHD.

The pathogenesis of overactivated visual perception in attention-deficit hyperactivity disorder (ADHD) remains unclear, which is interpreted as a cognitive compensation. The existing studies have proposed that perceptual abnormalities in neurodevelopmental disorders are associated with dysfunction of the contextual knowledge system, which influences the development and formation of perception. We hypothesized that alterations in contextual states may also be responsible for inducing perceptual abnormalities in ADHD. Therefore, the present study evaluated the characteristics of pre-stimulus alpha and its response to a single dose of methylphenidate (MPH). A total of 135 Chinese children participated in the first study, including 70 children with ADHD (age = 10.61 ± 1.93years, female = 17) and 65 age- and sex-matched control children (age = 10.73 ± 1.93years, female = 20). The second clinical trial included 19 Chinese children with ADHD (age = 11.85 ± 1.72years, female = 4), with an identical visual spatial search task. Pre-stimulus alpha oscillations and P1 activity were significantly greater in children with ADHD than in the controls. Overactivated pre-stimulus alpha positively predicted P1. Both pre-stimulus alpha and P1 overactivation have beneficial effects on cognitive performance in children with ADHD. No intervening effect of a single dose of MPH on the compensatory activation of pre-stimulus alpha and P1 were observed. Our findings extended the perceptual activation to the contextual knowledge system, suggesting that compensatory perception in children with ADHD is more likely to be a top-down regulated cognitive operational process.

Retrieval-induced forgetting of spatial position depends on access to multiple shared features within categories

Retrieval-induced forgetting (RIF) is typically observed in verbal memory tasks, although a few studies have observed RIF in visual spatial tasks. This leaves an open question as to whether RIF depends on semantic identity to link across semantic properties of objects, or whether RIF depends on access to the perceptual features of objects. To explore RIF of spatial positions, we report three experiments utilizing a continuous measure of the accessibility and precision for objects that were distinguished by their shape, color, and spatial region. After a study phase, half of the objects in a single-color category were selectively practiced for their spatial position, by requiring the object to be placed in the exact spatial position seen previously. Finally, all objects were probed for their spatial position at test. No RIF occurred for objects that shared only one color feature but were located within the same spatial region (in Experiment 1) or when objects shared the same color, but were located within different spatial regions (in Experiment 3). However, RIF did occur when objects shared the same spatial region and the same color (Experiment 2). Overall, the interim recall of the spatial positions of cue-objects impairs access to the position of other cue-objects within the same color category, but only when these groups had sufficient overlapping and competing features. The finding that RIF only occurs to the accessibility of spatial positions, not the precision of visual spatial memory, was interpreted as consistent with inhibitory theories of forgetting.

Gender and Attention Development in Children in Play Situations in Abidjan/Côte d'Ivoire

The presence of play in life raises questions about its relationship with human development, behavioral functions, particularly physical, social-emotional and cognitive. Since attention is one of the cognitive functions that regulate human functioning, the study of its development led us to analyze its relationship with gender in children in play situations. To do this, we selected 144 children aged 7 to 11 years, 72 of whom were girls and 72 boys from disadvantaged socioeconomic backgrounds in Abidjan. These subjects were selected on the basis of a questionnaire and trained to play "4-cross" (traditional game) and video rally (electronic game). These participants were evaluated by the Double Barrage Test (T-2-B) of Zazzo (1969) and the Continuous Performance Test of Rosvold et al. (1956) adapted (WinCPT). The results of these tests do not show a significant difference between the performance of girls and boys. However, a qualitative analysis shows a tendency to differences in the strategies used by girls and boys in the execution of attention tasks. Boys tend to use visual and spatial strategies more often. They are faster in certain spatial-visual tasks and use more autonomous strategies, which are better adapted to new situations. On the other hand, girls tend to be faster in processing certain types of information : in perceptual speed and inaccuracy. These results, which do not confirm the hypothesis, converge with some previous work.

Does Culture Shape Our Spatial Ability? An Investigation Based on Eye Tracking

Culture affects people’s spatial memory, mental representations, and spatial reference frameworks. People with different cultural backgrounds show different degrees of spatial ability. However, the current research does not reveal the shaping of spatial ability by culture from the perspective of visual cognition. In this study, we used eye tracking and designed mental rotation, spatial visualization, spatial orientation, and spatial correlation tasks to compare the spatial ability of Chinese and Malaysian Chinese people. The results showed that there were some minimal differences between them. Chinese participants had higher accuracy in the mental rotation task, showed more fixation to landmarks in spatial orientation, showed more fixation to the main map, and switched more frequently between the two thematic maps when judging spatial relationships. As “cultural citizens” of China, Malaysian Chinese people’s spatial ability is not only shaped by their own ethnic culture in terms of language but also influenced by foreign races in terms of education, wayfinding tendency, and cognitive style. This study can contribute to the understanding of the influence of culture on spatial ability and its possible causes.

When more is less: Adding action effects to reduce crosstalk between concurrently performed tasks

Dual-task costs are thought to reflect the architecture of the cognitive processes that guide voluntary action. Thus, manipulations that affect dual-task costs can provide insight into how we represent and select behavior as well as allow us to better design machines and controls for safer, more efficient performance. This line of research has revealed that the sensory events that follow the responses (i.e., action effects) can affect dual-task performance even though the sensory events occur after the actions are produced. The present study assessed three hypotheses regarding how action effects impact dual-task performance: a monitoring bottleneck, central stage shortening, and crosstalk. Across two experiments, we manipulated the content of two concurrently-performed tasks: a visual task that used either spatial or nonspatial stimuli (Experiment 1) and an auditory task that used responses with or without experimentally-induced auditory action effects (Experiments 1 and 2). In Experiment 1, dual-task costs were reduced when experimentally-induced auditory action effects were present, independent of the content of the visual task. In Experiment 2, the dual-task costs depended on the content of the experimentally-induced action effects, such that costs were larger when action effects emphasized ordinal (number) information, which overlapped with the unmanipulated action effects from the visual spatial task. Strikingly, dual-task costs were reduced when added, post-response events supported greater separation between task representations relative to when no post-response events were added. These results support the crosstalk hypothesis, as action effects appear to alter task representations so that they emphasize different types of information, reducing the degree of crosstalk.

The Theta Paradox: 4-8 Hz EEG Oscillations Reflect Both Sleep Pressure and Cognitive Control.

Human electroencephalographic (EEG) oscillations characterize specific behavioral and vigilance states. The frequency of these oscillations is typically sufficient to distinguish a given state; however, theta oscillations (4-8 Hz) have instead been found in near-opposite conditions of drowsiness during sleep deprivation and alert cognitive control. While the latter has been extensively studied and is often referred to as "frontal midline theta," (fmTheta) the former has been investigated far less but is considered a marker for sleep pressure during wake. In this study we investigated to what extent theta oscillations differed during cognitive tasks and sleep deprivation. We measured high-density EEG in 18 young healthy adults (nine female) performing six tasks under three levels of sleep deprivation. We found both cognitive load and sleep deprivation increased theta power in medial prefrontal cortical areas; however, sleep deprivation caused additional increases in theta in many other, predominantly frontal, areas. The sources of sleep deprivation theta (sdTheta) were task dependent, with a visual-spatial task and short-term memory (STM) task showing the most widespread effects. Notably, theta was highest in supplementary motor areas during passive music listening, and highest in the inferior temporal cortex (responsible for object recognition) during a spatial game. Furthermore, while changes in task performance were correlated with increases in theta during sleep deprivation, this relationship was not specific to the EEG of the same task and did not survive correction for multiple comparisons. Altogether, these results suggest that both during sleep deprivation and cognition theta oscillations may preferentially occur in cortical areas not involved in ongoing behavior.SIGNIFICANCE STATEMENT Electroencephalographic (EEG) research in sleep has often remained separate from research in cognition. This has led to two incompatible interpretations of the function of theta brain oscillations (4-8 Hz): that they reflect local sleep events during sleep deprivation, or that they reflect cognitive processing during tasks. With this study, we found no fundamental differences between theta oscillations during cognition and theta during sleep deprivation that would suggest different functions. Instead, our results indicate that in both cases, theta oscillations are generated by cortical areas not required for ongoing behavior. Therefore, at least in humans, theta may reflect either cortical disengagement or inhibition.

Impacts of neonatal methylmercury on behavioral flexibility and learning in spatial discrimination reversal and visual signal detection tasks

Early postnatal development in rodents is sensitive to neurotoxic effects of the environmental contaminant, methylmercury. While juvenile and adolescent exposure also produce long-term impairments in behavior, the outcome of neonatal exposure is less understood. Neural development during the neonatal period in rodents is akin to that seen in humans during the third trimester of pregnancy but methylmercury exposure occurring during the neonatal period has not been modeled, partly because breast milk is a poor source of bioavailable methylmercury. To examine this developmental period, male Long-Evans rats were exposed to 0, 80, or 350 µg/kg/day methylmercuric chloride from postnatal days 1–10, the rodent neonatal period. As adults, behavioral flexibility, attention, memory, and expression of the dopamine transporter in these rats was assessed. Rats exhibited changes in behavioral flexibility assessed in a spatial discrimination reversal procedure. Those rats exposed to the highest dose of methylmercury displayed subtly altered patterns of perseveration compared to control animals. During acquisition of the attention/memory procedure, rats exposed to this dose also had slower acquisition, and achieved lower overall accuracy during training, compared to controls despite neither attention nor memory being affected once the task was acquired. Finally, dopamine transporter expression in the striatum, prefrontal cortex, and hippocampus was unchanged in these adult rats. The results of this study replicate the trend of findings seen with exposure during gestation or during adolescence.

The effects of pre-cue posterior alpha on post-cue alpha activity and target processing in visual spatial attention tasks with instructional and probabilistic cues.

The electroencephalography alpha-band (8-13Hz) activity may represent a crucial neural substrate of visual spatial attention. However, factors likely contributing to alpha activity have not been adequately addressed, which impedes understanding its functional roles. We investigated whether pre-cue alpha power was associated with post-cue alpha activity in 2 independent experiments (n = 30 each) with different cueing strategies (instructional vs. probabilistic) by median-splitting subjects (between-subject) or trials (within-subject) according to pre-cue alpha. In both experiments, only subjects with higher pre-cue alpha showed significant post-cue alpha desynchronization and alpha lateralization, while whether trials had higher or lower pre-cue alpha affected post-cue alpha desynchronization but not alpha lateralization. Furthermore, significant attentional modulation of target processing indexed by N1 component was observed in subjects and trials regardless of higher or lower pre-cue alpha in the instructional cueing experiment. While in the probabilistic cueing experiment, N1 attentional modulation was only observed in higher pre-cue alpha subjects and lower pre-cue alpha trials. In summary, by demonstrating the effects of pre-cue alpha and cueing strategy on post-cue alpha activity and target processing, our results suggest the necessity of considering these 2 contributing factors when investigating the functional roles of alpha activity in visual spatial attention.

A-209 Cognitive Effects of Sickle Cell Disease in Children

Abstract Objective: Multiple contributors to neurocognitive impairment in individuals with sickle cell disease (SCD) have been identified. Research indicates that a history of cerebrovascular accidents are associated with greater cognitive decline among children with sickle cell disease, specifically among visual-spatial tasks. Studies have also indicated the presence of age effects within this population. The purpose of this research is to examine the specific cognitive domains impacted by disease severity and age. Method: Archival data from the National Institutes of Health’s Cooperative Study of Sickle Cell Disease was used. Data was restricted to individuals aged 14 or younger (N= 2,408), with 47.8% (n = 1,152) female and 52.2% (n = 1,256) male. Black or African American (96.9%, n = 2,334) children made up the majority of the sample, with the remainder coded as “other” (2.8%, n = 68). The measures utilized included the Wechsler Intelligence Scale for Children-Revised (WISC-R), Wechsler Intelligence Scale for Children-Third Edition (WISC-III), Woodcock Johnson-Revised (WJ-R), and Peabody Picture Vocabulary Test (PPVT). Results: Disease severity was negatively correlated with some aspects of cognitive functioning, specifically in the visual-spatial domain [F(2, 1) = 4.42, p = .013, η² = .02]. Age was inversely correlated with measures of perceptual organization (r = -.36, p = .02) and visual motor abilities (r = -.49, p = .001). Conclusions: Results revealed that disease severity was negatively correlated with several aspects of cognitive functioning. Cognitive decline also increased with age among this population. Introducing remediation interventions at earlier stages may help to reduce significant cognitive deficits.

A six months’ prospective study of the relations between children’s self-regulated learning skills and maternal supportive behaviors

The aim of the present study was to investigate the relations between different aspects of maternal support of learning and children’s self-regulated learning (SRL) skills and task performance over time. Thirty-five mothers and their kindergarten children were examined twice during joint problem-solving, in a six months period. Children’s SRL skills and maternal support during engaging in visual-spatial and language tasks were recorded via observation. Maternal cognitive support, emotional and motivational support, autonomy support, and maternal contingency were examined. Results showed that early maternal autonomy support and maternal contingency were significantly associated with children’s developing SRL skills and task performance in the visual-spatial tasks six months later. Children’s early cognitive-metacognitive skills mediated the above relations. The theoretical, methodological and practical contribution of the study is discussed.

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

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

Measuring Effects of Spatial Visualization and Domain on Visualization Task Performance: A Comparative Study.

Understanding one's audience is foundational to creating high impact visualization designs. However, individual differences and cognitive abilities influence interactions with information visualization. Different user needs and abilities suggest that an individual's background could influence cognitive performance and interactions with visuals in a systematic way. This study builds on current research in domain-specific visualization and cognition to address if domain and spatial visualization ability combine to affect performance on information visualization tasks. We measure spatial visualization and visual task performance between those with tertiary education and professional profile in business, law & political science, and math & computer science. We conducted an online study with 90 participants using an established psychometric test to assess spatial visualization ability, and bar chart layouts rotated along Cartesian and polar coordinates to assess performance on spatially rotated data. Accuracy and response times varied with domain across chart types and task difficulty. We found that accuracy and time correlate with spatial visualization level, and education in math & computer science can indicate higher spatial visualization. Additionally, we found that motivational differences between domains could contribute to increased levels of accuracy. Our findings indicate discipline not only affects user needs and interactions with data visualization, but also cognitive traits. Our results can advance inclusive practices in visualization design and add to knowledge in domain-specific visual research that can empower designers across disciplines to create effective visualizations.

Picking up the pieces: Sex differences in mechanisms of curve tracing.

This study examined potential sex differences in the application of models of curve tracing, namely the pixel-by-pixel model, the bipartite model, and the zoom lens model. The purpose of this study was therefore to determine whether sex differences existed in terms of reliance on a particular model or whether the results of each sex could be best explained by one model. This was done by examining the combined data obtained by Voyer and MacPherson (2020), consisting of 420 participants, with 194 men and 226 women. We examined only the curve-tracing task data from that study and compared the fit of the different models as well as a possible interaction with sex of participants on the proportion of correct responses and response time. Overall, sex was a significant factor, with men showing better average accuracy and faster performance than women. On accuracy, we found that the pixel-by-pixel model provided the best fit for women, whereas the zoom lens model produced the best fit for men. On response time, the zoom model was the best predictor of response time for both sexes. The discussion elaborates on an account of these findings and on how our results might generalize to other visual-spatial tasks where a performance advantage for men is found. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Occipital neural dynamics in cannabis and alcohol use: independent effects of addiction

Alcohol and cannabis use disorder (AUD/CUD) are two of the most common addictive disorders. While studies are beginning to understand the neural changes related to acute and chronic use, few studies have examined the independent effects of AUD and CUD on neural oscillatory activity. We examined 45 adults who reported current use of both cannabis and alcohol. Participants underwent the SCID-V to determine whether they met criteria for AUD and/or CUD. Participants also completed a visual-spatial processing task while undergoing magnetoencephalography (MEG). ANCOVA with a 2 × 2 design was then used to identify the main effects of AUD and CUD on source-level oscillatory activity. Of the 45 adults, 17 met criteria for AUD, and 26 met criteria for CUD. All participants, including comparison groups, reported use of both cannabis and alcohol. Statistical analyses showed a main effect of AUD, such that participants with AUD displayed a blunted occipital alpha (8–16 Hz) response. Post-hoc testing showed this decreased alpha response was related to increased AUD symptoms, above and beyond amount of use. No effects of AUD or CUD were identified in visual theta or gamma activity. In conclusion, AUD was associated with reduced alpha responses and scaled with increasing severity, independent of CUD. These findings indicate that alpha oscillatory activity may play an integral part in networks affected by alcohol addiction.

Posterior brain sensorimotor recruitment for inhibition of delayed responses in children.

Inhibitory control, the ability to suppress irrelevant thoughts or actions, is central to cognitive and social development. Protracted maturation of frontal brain networks has been reported as a major restraint for this ability, yet, young children, when motivated, successfully inhibit delayed responses. A better understanding of the age-dependent neural inhibitory mechanism operating during the awaiting-to-respond window in children may elucidate this conundrum. We recorded ERPs from children and parental adults to a visual-spatial working memory task with delayed responses. Cortical activation elicited during the first 1000ms of the awaiting-to-respond window showed, as predicted by prior studies, early inhibitory effects in prefrontal ERPs (P200, 160-260ms) associated with top-down attentional-biasing, and later effects in parietal/occipital ERPs (P300, 270-650ms) associated with selective inhibition of task-irrelevant stimuli/responses and recurrent memory retrieval. Children successfully inhibited delayed responses and performed with a high level of accuracy (often over 90%), although, the prefrontal P200 displayed reduced amplitude and uniformly delayed peak latency, suggesting low efficacy of top-down attentional-biasing. P300, however, with no significant age-contrasts in latency was markedly elevated in children over the occipital/inferior parietal regions, with effects stronger in younger children. These results provide developmental evidence supporting the sensorimotor recruitment model of visual-spatial working memory relying on the occipital/parietal regions of the early maturing dorsal-visual network. The evidence is in line with the concept of age-dependent variability in the recruitment of cognitive inhibitory networks, complementing the former predominant focus on frontal lobes.

Student perspectives of the spatial thinking components embedded in a topographic map activity using an augmented-reality sandbox

Spatial thinking skills are crucial for success in any of the STEM (science, technology, engineering, and mathematics) domains, and they are malleable. One approach to support the development of student spatial skills is through the use of innovative technologies, like the augmented reality (AR) sandbox, that can also effectively teach geoscience content in the process. In this study, we aimed to create a student-informed spatial topographic map activity designed to emphasize mental rotation, spatial orientation, and spatial visualization skills using the AR sandbox that incorporated elements such as drawing topographic profiles and recognizing stream flow direction. Furthermore, this study explored the spatial reasoning beliefs and challenges of undergraduate students at a large-enrollment Southeastern US university. Both quantitative and qualitative measures were employed to better understand student performance on and challenges with the topographic map and spatial tasks. Overall, the students found spatial visualization tasks in the activity to be the most challenging, and they were least confident in their spatial visualization skills. However, they believed that their spatial visualization skills were most improved after completing the topographic map activity, and those activities were reported to be the most effective at getting them to think in spatial terms. These results highlight that multi-step mental manipulations required to perform spatial visualization tasks are of great interest to instructors when developing topographic map activities using the AR sandbox. With more investigation, the AR sandbox has the potential to aid in the development of students’ spatial visualization skills while simultaneously teaching geological content. Supplemental data for this article is available online at https://doi.org/10.1080/10899995.2021.1969862