Effects of gender differences and spatial abilities within a digital pentominoes game (original) (raw)
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Do Video Games Improve Spatial Abilities of Engineering Students
International Journal of Engineering Education, 2009
This paper analyses the relations between the spatial abilities of freshmen engineering students and the use of certain types of video games. The study was carried out with Mechanical, Electronic and Civil Engineering students at the University of La Laguna (Spain) during the 2007-2008 academic year. An intensive training course on spatial abilities was conducted, using only video games as a learning tool. The video games were used on two different platforms: personal computers (PC) and handheld video games consoles (Nintendo DS). This console was chosen as the only one that offered the possibility of playing interactively with the screen, using an electronic pencil. The game chosen was Tetris because there is a PC and a Nintendo version, and it requires spatial abilities to play. Spatial abilities were measured by two tests; the MRT and the DAT: SR. From the results obtained, we can conclude that video games are a good strategy for improving spatial abilities.
BELIA: Early Childhood Education Papers, 2020
This research has been done to respond the lower range of students’ cognitive ability in group A to recognize shape of geometry in Al Irsyad kindergarten Pemalang. The main question in this research was is there any influence in using the educational games tools on the cognitive ability in geometry of students in kindergarten A? This research aimed to find out is there any influence of Educational Games Tools (APE) on students ‘ability in recognizing the shape of geometry. The subjects of this research are students in group A in Al-Irsyad kindergarten, Pemalang. This research used quantitative approach with the types of pre-experiment and research design one group pre-post test where the researcher observed before and after the treatment.. The researcher chooses the samples with purposive sampling, there are 30 students. This study find out the average of pre-test score 1,83 lower than the average of post-test score 3,07. Statistic examined with normality test using one sample kolm...
Geometrial: Development of Educational Digital Game for Combined Two-Dimensional Figure Learning
JITeCS (Journal of Information Technology and Computer Science), 2022
Mathematics is one of the subjects that is often considered difficult and boring for students. This is evidenced by the poor scores obtained by the students. One of the chapters that are considered difficult is the geometry chapter, especially on the topic of combined two-dimensional figures studied by students at the Vocational High School (SMK) level. Spatial skills are needed for students to be able to solve combined two-dimensional figures questions, which to learn will be very difficult without using assisted learning media. While the learning so far is still using the conventional learning approach which is considered boring for students. This is due to the absence of learning media that is fun and can be easily accessed by students. This study tries to present a solution to this problem in the form of a mobile-based educational digital game design that can be accessed by all students. This digital educational game is called Geometry. This study uses Research & Development (R&D) combined with the Agile-Extreme Programming method to develop this educational digital game. Tests were carried out using an expert validation approach to game prototypes. This study uses a questionnaire that adapts the Computer System Usability Questionnaire (CSUQ) to assess the usability aspect of the game system built. Meanwhile, to assess this game from the point of view of educational media, this study used an evaluation questionnaire of material experts and media experts. The development process occurs in 3 iterations of development which includes the ideation, conceptualization, and prototyping stages. The results obtained from the assessment of material experts are 87.3%, while the results of the assessment obtained from media experts are 77.8%, so this game is quite feasible to be used in the field as a learning medium. Overall, this game got a good score in the pretest-posttest test in the field, where the effectiveness of the use of this game on improving student learning outcomes had a high N-Gain value of 81.43%.
The Effects of Geometrical-Mechanical Intelligence Games on the Spatial Abilities
International Online Journal of Primary Education (IOJPE) ISSN: 1300-915X, 2020
In this research, it was intended to determine the effects of geometrical-mechanical intelligence game activities on the spatial abilities of secondary school seventh grade students. The research was designed according to quasi-experimental design with pre-test and post-test control groups and conducted with two experimental and two control groups. The study group of this research included a total of 117 seventh grade students who took and did not take elective intelligence games course in a secondary school located in Turkey. In the study, experimental-I group played intelligence games activities with concrete materials, experimental-II played intelligence games on PC, control-I group played intelligence games that were recommended by the Ministry of National Education and control-II group did not play any of the intelligence games. Before, and after the empirical processes that lasted nine weeks, "Spatial Visualization Test", "Spatial Relations Test" and "Spatial Orientation Test" were used as data collection tools. Paired samples t-test and one-way analysis of variance for independent samples were used in data analysis. The results obtained from the research showed that the spatial visualization and spatial relations skills of students have significantly improved according to the activities recommended by the Ministry of National Education in both concrete materials and computer games.
The effects of spatial visualization and students' sex on mathematical achievement
British Journal of Psychology, 1998
Sex differences in mathematical achievement and spatial visualization skill were examined in a sample of 724 Norwegian sixth-grade students. Boys had significantly higher mean mathematics scores than girls. Significant sex differences favouring boys were found in the subsamples of most difficult tasks, but not in the subsamples of easiest tasks. No significant sex difference in spatial visualization was found. The hypothesis that boys' superior achievement in mathematics is due to a superior ability in spatial visualization was not supported. Although the effect of spatial visualization on mathematical achievement increased significantly up to a certain level of mathematics task difficulty, the hypothesis that the effect of spatial visualization on mathematical achievement increases with increasing task difficulty was not fully supported. With increasing mathematics task difficulty, it is hypothesized that boys, more than girls, will benefit from spatial visualization. This hypothesis was not supported by the present elementary school data.
This study aims at describing the students' spatial abilities based on cognitive styles and sex differences. Spatial abilities in this study include 5 components, namely spatial perception, spatial visualization, mental rotation, spatial relations, and spatial orientation. This research is descriptive research with qualitative approach. The subjects in this research were 4 students of junior high school, there were 1 male FI, 1 male FD, 1 female FI, and 1 female FI. The results showed that there are differences in spatial abilities of the four subjects that are on the components of spatial visualization, mental rotation, and spatial relations. The differences in spatial abilities were found in methods / strategies used by each subject to solve each component problem. The differences in cognitive styles and sex suggested different choice of strategies used to solve problems. The male students imagined the figures but female students needed the media to solve the problem. Besides sex, the cognitive style differences also have an effect on solving a problem. In addition, FI students were not affected by distracting information but FD students could be affected by distracting information. This research was expected to contribute knowledge and insight to the readers, especially for math teachers in terms of the spatial ability of the students so that they can optimize their students' spatial ability.
Effects of computer game experiences on children s spatial abilities
2015
The purpose of this study is to determine the relationships among children's computer game experiences and their spatial abilities. The study was carried out by surveying 769 children between 11-13 years of age (6th, 7th, and 8th graders) to determine their game preferences (2D or 3D) in terms of gender and grade. Spatial ability test scores were compared in terms of gender, grade, game playing time, game practice, and game preferences. Results revealed that game preferences were differentiated significantly due to gender but not in terms of grade level. Results indicated no significant difference in spatial ability test scores due to gender, playing time, or game preferences; however, grade levels and game practice did indicate significant differences in scores.
Procedia - Social and Behavioral Sciences, 2012
The present study analyses the differences in scores for spatial abilities obtained by students who were trained using three types of treatment (computer games) in order to see if certain computer game's task may increase a certain spatial ability. 286 students were split in 3 intervention groups and one control group and tested repeatedly using four tests that measure spatial abilities. The findings sustain the idea that transfer through training is facilitated by the resemblance between training assignments and those that are tested and that complex spatial abilities, like spatial visualization are more difficult to train.
The major concern of educators is how to enhance the quality of teaching and learning in education. Virtual reality learning environment has been identified as one of them. Many studied have agreed that virtual reality approach could help to improve performance and conceptual understanding on a specific range of task in learning. On the other hand, gender differences in spatial abilities, favoring male, are well established issues. Biological, psychological, cultural and political factors in many research reports are considered to influence and shape gender differences in cognitions, emotions, language and human behavior. Studies using standardized test have found support for the notion that men have strengths in the spatial domain, sometimes quite distinct strength. As a remedy, this paper reviews the effects of virtual reality learning environment explanation with particular reference toward gender differences in spatial abilities. Finally, this paper will discuss the issues of virtual reality learning environment on gender differences in spatial abilities.