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Formation of spatial thinking skills through different training methods.

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Cognitive process-based spatial training enhances durable and transferable spatial skills. Three experiments with 115 students showed 3D-direct-manipulation training significantly improved spatial abilities compared to control groups.

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Area of Science:

  • Cognitive Psychology
  • Educational Technology
  • Spatial Cognition

Background:

  • Spatial training effectiveness depends on cognitive engagement.
  • Understanding the role of external representations and 3D technology in spatial learning is crucial.

Purpose of the Study:

  • To explore various spatial training methods.
  • To investigate process-based mental simulation sequences facilitated by external spatial representations, 3D technology, spatial cues, and technical language.
  • To examine the impact of different training environments on spatial ability.

Main Methods:

  • A between-subjects design involving 115 university students across three experiments.
  • Training conditions included 3D-virtual and 3D-physical interactions with abstract and concrete content.
  • Assessment of spatial ability performance before and after training interventions.

Main Results:

  • Learners in all treatment conditions showed significant improvements in spatial skills compared to the control group.
  • 3D-direct-manipulation conditions demonstrated particularly promising results regarding spatial thinking formation.
  • The study identified effective sequences for process-based mental simulation in spatial learning.

Conclusions:

  • Cognitive process-based spatial training leads to durable and transferable improvements in spatial ability.
  • 3D technology, particularly direct manipulation, offers effective methods for facilitating spatial thinking.
  • Optimizing external spatial representations and interaction sequences enhances spatial learning outcomes.