Spatial ability Research Papers - Academia.edu (original) (raw)

2025, International Journal on Emerging Mathematics Education

Tujuan dari penelitian ini adalah untuk menyelidiki jawaban mahasiswa dalam menyelesaikan permasalahan logaritma. Penelitian ini menggunakan penelitian kualitiatif deskriptif. Partisipan penelitian ini adalah empat belas mahasiswa Indonesia yang terdaftar di berbagai perguruan tinggi di Ankara, Turki. Mereka menyelesaikan sepuluh pertanyaan logaritma yang diklasifikasikan menurut bagian-bagian dari topik logaritma. Setelah menganalisis jawaban tertulis mereka, wawancara dilakukan untuk mendapatkan penjelasan lebih lanjut tentang strategi mereka dan kesalahan yang umum dilakukannya. Penelitian ini menemukan bahwa berdasarkan pekerjaan masing-masing partisipan dalam menjawab pertanyaan logaritma, terdapat beberapa strategi yang dapat teridentifikasi, diantaranya (a) pengolahan basis, (b) terfokus pada aturan, (c) pemisahan, (d) loncatan berpikir, dan (e) penyesuaian. Bersamaan dengan itu, beberapa partisipan melakukan kesalahan karena memiliki miskonsepsi tentang logaritma, pemahaman aritmatika yang kurang kuat, dan penyalahgunaan konsep aljabar. Implikasi dari temuan ini difokuskan pada belajar dan mengajar logaritma yang disajikan lebih lanjut di dalam artikel.

2025, International Journal of Innovation in Teaching and Learning (IJITL)

Geometry is basically concerned with conversion of graphics in space. The spatial abilities of the students can be enhanced through geometrical teaching. In geometry, the teaching and learning process can be made interesting by using puzzles games. The present study was conducted to study the effect of tangram puzzles on students' achievement in geometry at primary level. The study was experimental in nature. The experiment was conducted in a private school of urban area of district Rawalpindi. There were total 46 students in grade four. These were divided into two groups (controlled group, experimental group). Duration of the experiment was three weeks. Cognitive domain of Bloom Taxonomy was selected to evaluate the students' achievement. Four levels of cognitive domain were selected which were Knowledge, Comprehension, Application and Analysis. For the analysis of data independent sample t-test was used. Significant difference in the achievement of students of both the group (controlled and experimental) was observed at Knowledge, Application, Analysis level of Bloom Taxonomy. While no significant difference in students' achievement was observed at Comprehension level. It was concluded that tangram puzzles are helpful teaching aids. It is being recommended that these puzzles should be added in teachers' training programs.

2025, Frontiers in Psychology

The purpose of this article was to advocate and provide methods for observation of behavior as a method for assessing and developing creativity during problem solving. To accomplish this purpose, the authors (a) outlined the advantages of observing people's actions as a method for unlocking, assessing, and nurturing creative problem solving; (b) explained briefly the conceptual framework for the research underlying these recommendations; (c) presented results of research on observable behaviors that are indicators of abilities in creative problem solving in diverse domains of talent; and (d) described activities, experiences, and materials that have been used to unlock, assess, and nurture creative problem-solving capability and skills. Research on the Discovering Intellectual Skills and capability while Observing Varied Ethnic Responses (DISCOVER) in which performanceand play-based assessments of children and young adults (ages 3 to adult) were designed, field-tested, and validated over a 37-year period were the basis for making recommendations for behaviors to observe and methods for eliciting them. Research has been conducted in several countries (e.g.,

2025, Trabalhos em Linguística Aplicada

Este artigo é uma resenha bibliográfica derivada de um projeto de pesquisa focando na multimodalidade e seu possível impacto na aprendizagem de línguas estrangeiras, com especial atenção aos desenhos de textos (KRESS & VAN LEEUWEN, 2001) de acordo com o informado pelos modelos de aprendizado multimodal (SCHNOTZ, 2005; MAYER, 2001). Em primeiro lugar, o artigo resgata estes modelos e os relaciona ao campo da aquisição de um segundo idioma. Em continuação, descreve-se alguns pontos de possível encontro e diálogos entre estes dois campos de pesquisa. Finalmente, apresenta alguns estudos que se realizaram em torno ao aprendizado multimodal de línguas como exemplos deste diálogo.

2025, Frontiers in education

Introduction: Factors such as low self-concept and anxiety have been shown to negatively impact mathematical achievement and spatial skills, as well as enjoyment of math-related subjects. Understanding these factors is crucial for promoting STEM interest and performance, particularly among primary school students. Methods: This cross-sectional study examines the influence of gender, childhood development stage, maths self-concept, spatial anxiety, perceived difficulty, mental rotation performance, and STEM preferences in a sample of 144 primary school students (mean age M = 8.47), comprising 70 girls and 74 boys. Data were collected through four questionnaires and a computerized Mental Rotation Task (MRT). Results: Girls and tweens (9-to-11-year-olds) exhibit lower maths self-concept, impacting their preference for maths as a STEM subject. Girls also demonstrate higher spatial anxiety and perceived difficulty of the MRT compared to boys. Maths selfconcept is significantly associated with spatial anxiety and perceived difficulty, while gender is not. Maths self-concept shows marginal effects on students' accuracy on the MRT, with evidence of a mediating effect of spatial anxiety. Discussion: These findings underscore the importance of maths self-concept in shaping STEM preferences, particularly among girls and tweens. Additionally, maths self-concept serves as a mitigating factor for spatial anxiety and perceived difficulty in spatial tasks among primary school children. The study also suggests that spatial anxiety may contribute to gender disparities in mathematics and STEM-related domains. Further research is needed to explore interventions targeting maths self-concept and spatial anxiety to promote equitable STEM engagement amongst primary school students.

2025, International Journal of Gaming and Computer-Mediated Simulations

This study explores whether any relationships exist between math performance scores on the Missouri Assessment Plan (MAP), its subscales and time spent playing the child’s favorite videogame given the game’s spatial content and cognitive complexity. Relationships between gender and math scores were also examined. Findings indicate no main effect of time spent playing, spatial content, or level of complexity of games on math performance. However, several math scores interacted with time spent playing one’s favorite video game, such that higher levels of math performance occurred when participants played games high in spatial content at low amounts of time. A similar interaction occurred when examining complexity of the game and time spent playing. The study provides preliminary evidence that it may be important to consider the spatial or complexity content of videogames in addition to time spent playing when addressing the relationship between videogame play and adolescent math perfo...

2025, Osmangazi Journal of Educational Research

In this study, using of mathematical thinking of sixth grade students in problem-solving were examined and whether these skills vary with students' gender, pre-school education in terms of the students' achievements in mathematics. The sample of this study constituted 1114 students whom are chosen stratified sampling method sixth grade students of Cankaya, Kecioren and Yenimahalle towns' schools of Ankara. Turkish translation of Mathematical thinking scale of Cai ( ) was used for collecting data. The scale consisted of 12 questions and the initial six questions were routine questions and the rests were not-routine. Frequencies, percentage, arithmetic mean, standard deviation, t test, one-way analysis of variance (ANOVA) were used for analyzing the data. Besides, while analyzing the reasoning and thinking skills in problem-solving process, qualitative study used to survey students' strategies on problems. Based on the findings of the study, students' mathematical thinking states are not changed by gender but pre-school education and mathematics success variables showed significant difference to their mathematical thinking states. In addition, the students' routine questions average higher than the average of notroutine questions. Result of qualitative research indicates the students have problem in reasoning, communication and flexible thinking skills. Moreover the students are observed to rank mostly routine algorithms and strategies that lead to solutions.

2025, Augmented Reality - Situated Spatial Synergy

Medical education is increasingly in need of assessing how well emerging immersive technologies stack up against traditional teaching methods. This chapter offers a comparative look at spatial understanding in anatomy education across three approaches: traditional learning (TL), augmented reality (AR), and virtual reality (VR). We examined these teaching methods through a two-phase assessment: pre-test baselines and immediate post-test results. Students were divided into three distinct groups: one following traditional learning methods, another working with an AR anatomy mobile app, and a third using our Immersive Virtual Anatomy Laboratory (IVAL) virtual reality system. This structured evaluation lets us track initial learning gains across all three methods. Our findings show that while both AR and VR outperform TL in immediate knowledge acquisition, VR demonstrates greater effectiveness in our context of spatial learning; however, AR may be better suited for particular use cases requiring portability or layered visualization. These insights offer evidence-based advice for effectively incorporating immersive technologies into medical curricula, taking into account resource limitations and educational goals.

2025, Eduma : Mathematics Education Learning and Teaching

2025, The Arithmetic Teacher

Juxtanodin, also called ermin, is an F-actin-binding protein expressed by oligodendrocytes, the myelin-forming cells of the central nervous system. While juxtanodin carries a short conserved F-actin-binding segment at its C terminus, it otherwise shares no similarity with known protein sequences. We carried out a structural characterization of recombinant juxtanodin in solution. Juxtanodin turned out to be intrinsically disordered, as evidenced by conventional and synchrotron radiation CD spectroscopy. Small-angle X-ray scattering indicated that juxtanodin is a monomeric, highly elongated, unfolded molecule. Ensemble optimization analysis of the data suggested also the presence of more compact forms of juxtanodin. The C terminus was a strict requirement for co-sedimentation of juxtanodin with microfilaments, but juxtanodin had only mild effects on actin polymerization. The disordered nature of juxtanodin may predict functions as a protein interaction hub, although F-actin is its only currently known binding partner. ithin the vertebrate nervous system, myelin sheaths form compact and essential electrical insulators for axons, speeding up the transmission of nerve impulses. In the central nervous system, these highly specialized, lipid-rich structures are formed by oligodendrocytes that wrap their plasma membranes multiple times around axons. Myelin consists of two distinct compartments: tightly packed compact myelin and non-compact myelin, forming the abaxonal and adaxonal spaces as well as the paranodal loops. Non-compact myelin contains cytoskeletal elements, including microtubules and actin filaments, as well as their regulatory proteins. The ability of oligodendrocytes to mature and myelinate axons is highly dependent on the reorganization of the cell cytoskeleton 1 . The remodeling of the actin microfilament network is crucial in the initial stages of myelination, when oligodendrocyte processes are formed and branched in order to explore the cellular environment 2 . In oligodendrocytes, a number of actin-binding proteins, including Mayven 3 , actin-interacting protein-1 4 , N-WASP and Arp2/3 5 regulate actin assembly. Juxtanodin, also called ermin, is a 282-residue actin-binding protein, which co-localizes with filamentous actin (F-actin) and promotes the formation of cell protrusions during the differentiation of oligodendrocytes . Juxtanodin shares no sequence similarity with other proteins, apart from its highly conserved C-terminal actin-binding segment that is almost identical to those found in the ERM (ezrin, radixin, moesin) proteins. Juxtanodin, however, lacks the typical membrane-associating FERM (4.1, ezrin, radixin, moesin) domain of ERM proteins 8 . The function of juxtanodin is regulated through the phosphorylation of Ser278 within the F-actin binding site, which diminishes its morphological effects in oligodendrocytes 9 . Thus far, the only known interaction partner of juxtanodin is F-actin, while an interaction with globular actin (G-actin) has not been observed 9 . Juxtanodin has been reported to increase the stability of actin filaments 9 , but its actual role in the regulation of actin dynamics at the molecular level, as well as its structural properties, are still unknown. In the current work, using multiple biophysical techniques, we show that juxtanodin is an intrinsically disordered protein and that the conserved actin-binding segment is crucial for F-actin binding. Juxtanodin does not affect the organization of actin filaments, although a mild inhibitory effect on actin polymerization is observed. Bioinformatic analyses indicate multiple disordered regions in juxtanodin. The sequence of juxtanodin is unrelated to other known proteins, except for its C-terminal F-actin-binding region 8 , which is highly conserved

2025, Educational Technology & Society

ISSN 1436-4522 (online) and 1176-3647 (print). © International Forum of Educational Technology & Society (IFETS). The authors and the forum jointly retain the copyright of the articles. Permission to make digital or hard copies of part or... more

2025

Los objetivos del presente estudio, son: conocer la percepcion de los estudiantes universitarios sobre la didactica empleada por el autor en la asignatura Metodologia de la Investigacion Cientifica, y con ello, presentar una propuesta que podria ser considerada en otros contextos, teniendo en cuenta la valoracion perceptual de los estudiantes. El diseno del estudio ha sido exploratorio y descriptivo. Participaron 55 estudiantes matriculados en la asignatura Metodologia de la Investigacion Cientifica. El tipo de la muestra ha sido no probabilistica, y elegida por conveniencia. Se aplico un cuestionario compuesto por 35 items, tipo Likert, cuya fiabilidad se ha realizado utilizando el programa SPSS version 24, aplicando el metodo de consistencia interna basado en el alfa de Cronbach, alcanzando un indice de 0.866; resultando un indice de fiabilidad muy alto. En conclusion, los estudiantes de la asignatura Metodologia de la Investigacion Cientifica, prefieren trabajar grupalmente, ser ...

2025

The Apparel Spatial Visualization Test (ASVT) has been validated as an accurate measure of spatial visualization skills specific to the apparel discipline. The increasingly digital fashion industry requires apparel professionals to understand 2D to 3D transformations in virtual space. The purpose of this study was to develop a digital version of the ASVT using Optitex and validate it as an accurate measure for testing apparel design students' spatial visualization skills. Students in two levels of apparel design classes completed the Surface Development Test (SDT), the ASVT, and the Digital Apparel Spatial Visualization Test (DASVT) in a pretest-posttest quasi-experimental study design. The spatial tests were positively correlated. Students' scores on the SDT and DASVT were significantly higher after indirect training, while no significant difference was found for scores on the ASVT after indirect training. The DASVT is an accurate measure of spatial visualization skills spe...

2025, IOSR Journal of Mathematics (IOSR-JM)

The contribution of spatial skills to a shared understanding of the world and the society is crucial to the development of Science, Technology, Engineering and Mathematics. Thus, the early development of the skills must be maximized. This study examined spatial skills as predictors of students' academic achievement in and attitude towards mathematics at the senior secondary school. Descriptive survey research was used for the investigation. Sample comprised of 1500 senior secondary school II (SS 2) students from thirty public schools in five local government areas in Lagos East Senatorial District of Lagos State using stratified and random sampling techniques. Tools used for data collection were Spatial Ability Test (SAT) with reliability coefficient of 0.84, Mathematics Achievement Test (MAT) with reliability coefficient of 0.76 and Students Attitude towards Mathematics Scale (SATMS) with reliability coefficient of 0.70. A research question was raised and two hypotheses were formulated and tested at 0.05 level of significance using regression analysis. Results revealed that the sampled students had low possession of spatial skills and the outcome of hypothesis 1 is statistically significant (F=29.192, p< 0.05) indicating that variation in the students' mathematics achievement was influenced by spatial skills. The outcome of hypothesis II was not statistically significant (F=1.890, p> 0.05) indicating that the difference in students' attitude towards mathematics is not greatly influenced by spatial ability. In conclusion, the results of the findings indicated that the low possession of spatial skill is responsible for the low achievement in mathematics. Hence, teachers are encouraged to prioritize spatial skill by integrating its training into their teaching so that students would be well groomed and grounded in the skill thereby improving achievement in mathematics.

2025

An experiment evaluated the impact of two typical features of virtual learning environments on anatomical learning for users of differing visuo-spatial ability. The two features studied are computer-implemented stereopsis (the spatial information that is based on differences in visual patterns projected in both eyes) and interactivity (the possibility to actively and continuously change one's view of computer-mediated objects). Participants of differing visuo-spatial ability learned about human abdominal organs via anatomical 3-dimensional reconstructions using either a stereoptic study phase (involving stereopsis and interactivity) or using a biocular study phase that involved neither stereopsis nor interactivity. Subsequent tests assessed the acquired knowledge in tasks involving (a) identification of anatomical structures in anatomical 2-dimensional cross-sections (i.e. typical Computed Tomography pictures) in an identification task, and (b) localization of these cross-sections in a frontal view of the anatomy in a localization task. The results show that the stereoptic group performed significantly better on both tasks and that participants of low visuo-spatial ability benefited more from the stereoptic study phase than those of high visuo-spatial ability.

2025, Personality and Individual Differences

An important dimension of individual differences, independent of general cognitive ability (GCA), is specialization for verbal or spatial ability. In this study we investigated neuroanatomic, network, and personality features associated with verbal vs. spatial ability. Healthy young adults (N = 244) were evaluated with (1) a cognitive battery yielding measures of verbal and spatial ability independent of GCA, (2) structural MRI scans providing measures of surface area, cortical thickness, and DTI scans allowing calculation of diverse network metrics, and (3) Big-5 personality measures. Sex differences were found for cognitive, personality, anatomic, and network measures. In men only, cortical surface was significantly, differentially related to the cognitive variables, predicting spatial but not verbal ability. Similarly, in men only, neuroticism and quirkiness (the overall deviation from the mean across scales) were significantly, differentially related to the two cognitive variables. Different graph metrics predicted spatial ability in men (overall connectivity) and women (clustering). Verbal-spatial specialization was related to sex, cortical surface area, network organization, personality, and vocational interests. Most of the identified correlates of this cognitive specialization were found only in men, and mostly for spatial ability. Taken together, these results identify a suite of neurobehavioral features whose covariance is partially sex-specific.

2025, ACM Sigcue Outlook

The OZNAKI Project applies cognitive goals to the design of TINY robotics languages and sequences of lessons in which students program simple robots and TV "block" graphics. One such lesson sequence, the "Projection Module", has been designed to emphasise "projection", a f u n d a m e n t a l s p a t i a l a b i l i t y . T h e c o u r s e w a s e v a l u a t e d i n a s t u d y i n v o l v i n g s t u d e n t s a g e d 8 t o 1 3 y e a r s . Experimental a n d c o n t r o l g r o u p s c o n s i s t e d o f s t u d e n t s m a t c h e d b y a g e , class,and spatial ability (measured by pre-test), with no previous OZNAKI experience. While the experimentalgroup participated in OZNAKI l e s s o n s t h e control g r o u p h a d o n l y t h e i r u s u a l maths l e s s o n s . T h e p r e -a n d post-tests took the form o f i n d i v i d u a l Piagetian interviews with the primary school students,and multi-choice questionnaires with the jun i o r h i g h s c h o o l s t u d e n t s , t h u s g i v i n g t w o d i s t i n c t s t u d i e s . Significant enhancement of spatial a b i l i t i e s w a s f o u n d f o r t h e experimental group in both the primary a n d t h e s e c o n d a r y s t u d i e s .

2025, ACM SIGCUE Outlook

The OZNAKI Project applies cognitive goals to the design of TINY robotics languages and sequences of lessons in which students program simple robots and TV "block" graphics. One such lesson sequence, the "Projection Module", has been designed to emphasise "projection", a fundamental spatial ability. The course was evaluated in a study involving students aged 8 to 13 years. Experimental and control groups consisted of students matched by age, class, and spatial ability (measured by pre-test), with no previous OZNAKI experience. While the experimental group participated in OZNAKI lessons the control group had only their usual maths lessons. The pre- and post-tests took the form of individual Piagetian interviews with the primary school students, and multi-choice questionnaires with the junior high school students, thus giving two distinct studies. Significant enhancement of spatial abilities was found for the experimental group in both the primary and the...

2025, New England Journal of Medicine

Several lines of previous evidence have suggested that androgens affect cognitive abilities. In an effort to characterize this defect, we compared 19 men with idiopathic hypogonadotropic hypogonadism with 19 control men and with five men with acquired hypergonadotropic hypogonadism that had developed after puberberty. The 19 patients with idiopathic hypogonadism had markedly impaired spatial ability in comparison to either controls or subjects with acquired hypogonadism (P<0.05). Moreover, the spatial ability of the patients cor-

2025, International Journal of Instruction

The present study determined the effects of instructional models and spatial intelligence on students' mathematics learning outcomes after controlling for their initial competence. The study was conducted at Senior High School (SHS) 6 Kendari, Indonesia using a quasi-experimental method designed by level 2×2. Samples consisted of 40 students selected randomly. The data were analyzed using either two-way ANCOVA at the 0.05 significance level. The results showed that mathematics learning outcome of students who were taught by integrative instruction was higher than those taught by direct instruction after controlling the initial competency. There is an interaction effect between the instructional model and spatial intelligence on mathematics learning outcome. Learning outcome of students who have high spatial intelligence and taught by integrative instruction was higher than those taught by direct instruction, and learning outcome of students who have low spatial intelligence and taught by integrative instruction was lower than those taught by direct instruction.

2025, Educacion Medica

Introducción: El objetivo de este trabajo es evaluar un sistema para hallar oportunidades de mejora en la enseñanza, partiendo de una encuesta de satisfacción de los alumnos. : Se administró una encuesta a alumnos de 15 materias durante 2003, dividida en 3 secciones: datos generales, cuantitativa (escala de Likert pentanivel) y cualitativa. Las preguntas se agruparon en 5 dominios: satisfacción general (SG), actividad docente (AD), contenidos (Co), evaluación (Ev) y estructura y confort (EC). Se realizó análisis factorial y determinación de la confiabilidad mediante coeficiente α de Cronbach. Las respuestas se evaluaron por materia y dominio, comparando niveles y significación de las diferencias con la prueba U de Mann-Whitney Resultados: Se obtuvieron 179 encuestas de 190 alumnos ( 94%). El coeficiente α de Cronbach fue 0,90. EC no correlacionó con los otros dominios. Las respuestas se ubicaron: 27.6 % en nivel 3, 12.8 % en los niveles inferiores y 57.7 % en los superiores, indicando determinación. En los niveles superiores SG obtuvo 62%, AD 64%, Co 60%, Ev 49% y EC 50%, las teóricas 80%, los prácticos 51%, la posibilidad de participar 61%, los contenidos 81% y los conocimientos de los docentes 58%. El 83% recomendaría cursar en esta unidad (pregunta control). La pregunta referida a los objetivos obtuvo la mayor indeterminación. Conclusiones: La encuesta demostró ser un instrumento de medición fiable. La comparación entre materias mediante análisis estadístico de las diferencias de percepción de los alumnos permitió determinar las oportunidades individuales de mejora para cada materia.

2025

Este proyecto de investigacion, enmarcado dentro del programa REDES sobre la mejora de la docencia universitaria, tiene como objetivo principal el analisis de las actitudes del sociolecto estudiantil universitario hacia la adaptacion grafemica de los anglicismos. Para un mejor estudio de la tipologia de actitudes, hemos llevado a cabo la realizacion de encuestas, ya que las mismas permitirian agrupar y cuantificar los datos obtenidos, segun las caracteristicas del encuestado (rasgos socioeconomicos, familiares y academicos), y su percepcion de varios ejemplos de voces inglesas, y su posible ‘correccion’. De esta manera, hemos encontrado que el grado de aceptacion podria verse afectado por el nivel de ingles del hablante, o el tipo de carrera, y que existen ciertos tipos de cambios grafemicos y tipograficos mas sensibles a los cambios de actitud. Esta investigacion permitira aportar mas informacion sobre la diversidad de actitudes linguisticas en el estudiante de educacion superior, ...

2025, Indonesian Journal of Science and Mathematics Education

Empirical evidence in literature identified significant association between spatial ability and educational performance particularly in science, technology, engineering and mathematics (STEM). The purpose of this study was to explore pre-service teachers’ spatial skills in solving mathematics problems, in the context of coordinate geometry. It is envisaged that spatial skills allow for the perception of visual information and, therefore, spatial cognition has been considered as a key skill in teaching mathematics. However, literature asserts that teachers are ill prepared to teach mathematics, hence there is limited use and misuse of spatial skills in teaching the subject. This study, therefore, examines the spatial orientation of pre-service teachers in teaching coordinate geometry. This is a mixed methods study in which pre-service teachers answered a coordinate geometry test to explore their content knowledge and their ability to interpret, analyse and apply visual spatial models...

2025

Desde el siglo pasado se ha recalcado la importancia que tiene la capacidad espacial en la in-teligencia y en la enseñanza-aprendizaje de las Matemáticas. En este trabajo se ha elegido el modelo de Carroll para analizar la capacidad espacial del alumnado de la Escuela Politécnica Universitaria de San Sebastián. Se han planteado tres objetivos: (a) analizar la capacidad es-pacial de los estudiantes de primero en función de la especialidad y del sexo, y en relación con la nota obtenida en dibujo técnico; (b) analizar, igualmente, la capacidad espacial de los estudiantes de tercero; y (c) comparar ambos resultados.Since the last century, the importance of spatial ability has been emphasized in regards to intelligence and the teaching and learning of mathematics. In this work we have chosen the Carroll model to analyze the spatial ability of students in the Polytechnic University School of San Sebastián. We have proposed three objectives: to analyze the spatial ability of students of fi...

2025, PNA. Revista de Investigación en Didáctica de la Matemática

Desde el siglo pasado se ha recalcado la importancia que tiene la capacidad espacial en la in-teligencia y en la enseñanza-aprendizaje de las Matemáticas. En este trabajo se ha elegido el modelo de Carroll para analizar la capacidad espacial del alumnado de la Escuela Politécnica Universitaria de San Sebastián. Se han planteado tres objetivos: (a) analizar la capacidad es-pacial de los estudiantes de primero en función de la especialidad y del sexo, y en relación con la nota obtenida en dibujo técnico; (b) analizar, igualmente, la capacidad espacial de los estudiantes de tercero; y (c) comparar ambos resultados.An analysis of spatial ability in technical engineering studiesSince the last century, the importance of spatial ability has been emphasized in regards to intelligence and the teaching and learning of mathematics. In this work we have chosen the Carroll model to analyze the spatial ability of students in the Polytechnic University School of San Sebastián. We have proposed thr...

2025

Gender differences were investigated in test scores of 119 students attending a public four-year art college or technical school. Males performed better on mental rotation and judgment of line orientation tests. For Form Board and... more

2025, Cognitive Processing

Gestures are common when people convey spatial information, for example, when they give directions or describe motion in space. Here we examine the gestures speakers produce when they explain how they solved mental rotation problems (Shepard & Meltzer, 1971). We asked whether speakers gesture differently while describing their problems as a function of their spatial abilities. We found that low-spatial individuals (as assessed by a standard paper-and-pencil measure) gestured more to explain their solutions than high-spatial individuals. While this finding may seem surprising, finer-grained analyses showed that low-spatial participants used gestures more often than high-spatial participants to convey "static only" information but less often than high-spatial participants to convey dynamic information. Furthermore, the groups differed in the types of gestures used to convey static information: high-spatial individuals were more likely than lowspatial individuals to use gestures that captured the internal structure of the block forms. Our gesture findings thus suggest that encoding block structure may be as important as rotating the blocks in mental spatial transformation.

2025

4.1 El papel de la guía docente en el proyecto docente. 4.2. La guía docente de "Introducción a la Contabilidad Financiera". 5.1 El proceso de enseñanza aprendizaje y de las habilidades docentes básicas aplicadas a la titulación. El proceso de enseñanza aprendizaje y de las habilidades docentes básicas aplicadas a la asignatura (Introducción a la Contabilidad Financiera). ENTRE LA FORMACIÓN RECIBIDA, LAS EXPERIENCIAS DE INNOVACIÓN DOCENTE REALIZADAS Y SU APLICACIÓN AL PROYECTO DOCENTE.

2025, Intelligence

The objective of this study is to explore the potential for developing IRT-based working memory scales for assessing specific working memory components in children (8-13 years). These working memory scales should measure cognitive abilities reliably in the upper range of ability distribution as well as in the normal range, and provide a much-needed, reliable, and valid test for assessing high intellectual abilities in children. Six computer-assisted working memory tasks were administered to 172 children from regular schools and to 202 children from special schools and other institutions for the gifted. A factor analysis revealed a two-factor structure and the existence of a verbal-numerical and a visuo-spatial working memory scale. Classical item analysis and IRT analysis yielded good psychometric properties for both scales and revealed that the scales are appropriate for measuring high cognitive abilities. Both scales showed substantial and differential power for the explanation of variance in school achievement.

2025, Cognitive Processing

In the present study we were interested to investigate how autistic traits (including systemizing and empathy) and academic degree influence individuals' visuospatial abilities. To this end, 352 university students completed the Autism Spectrum Quotient (AQ), the Empathy Quotient (EQ), the Systemizing Quotient (SQ) and visuospatial tests measuring figure disembedding and mental rotation of two-dimensional figures. Engineering-Design students (architecture and engineering) were the most accurate in disembedding and mentally rotating figures, followed by students of Physical sciences (computer science, chemistry, physics, etc), and Fact-Based Humanities (languages, classics, law); students of Biological (psychology and neuroscience, etc) and Systems-Based Social Scientists (economics and commerce) were the least accurate. Engineering-Design students also showed higher SQ scores with respect to the other four academic degree subjects, with students of Biological sciences showing lower SQ scores. Importantly, results from a path analysis revealed that SQ (but not AQ) exerted an indirect effect on figure disembedding and mental rotation through the influence of the academic degree. Future studies could include non-systemizing disciplines, which would be expected to fully elucidate this relationship. Implications of these results for education are discussed.

2025

que es la base que sustenta todo el proceso formativo. Se pretende con ello desarrollar competencias de distinta naturaleza a través de una metodología comunicativa como base, tanto para el autoconocimiento, como para la creación de espacios de desarrollo madurativo de índole intelectual y personal. La evaluación de esta innovación se lleva a cabo de forma cualitativa. Los resultados indican el potencial educativo de esta experiencia desde la perspectiva de los estudiantes. Palabras clave: formación investigadora, desarrollo de competencias científico-técnicas, tutorización cooperativa, formación científica colaborativa.

2025, wseas.us

Abstract. Calculus is most important subject for science and engineering students but phenomenally it is abstract, difficult and highly boring. Underpinning with in constructivism theories, problem-based learning (PBL) is one of student... more

2025, European Journal of …

Numerous studies have shown the positive impact of integrating technological tool in the teaching and learning process of mathematics in the classroom. The teaching and learning of algebra utilizing dynamic softwares have been explicitly... more

2025

Having good spatial skills strongly predicts achievement and attainment in STEM fields (e.g., Shea, Lubinski, & Benbow, 2001; Wai, Lubinski, & Benbow, 2009). Improving spatial skills is therefore of both theoretical and practical importance. To determine whether and to what extent training and experience can improve these skills, we meta-analyzed 217 research studies investigating the magnitude, moderators, durability and generalizability of training on spatial skills. After eliminating outliers, the average effect size (Hedges' g) for training relative to control was 0.47 (SE = 0.04). Training effects were stable and were not affected by delays between training and post-testing. Training also transferred to other spatial tasks that were not directly trained. We analyzed the effects of several moderators: Including the presence and type of control groups, sex, age, and type of training. Additionally, we include a theoreticallymotivated typology of spatial skills that emphasizes two dimensions: intrinsic versus extrinsic, and static versus dynamic (Newcombe and Shipley, in press). Finally, we consider the potential educational and policy implications of directly training spatial skills. Considered together, the results suggest that spatially enriched education could pay substantial dividends in increasing participation in mathematics, science, and engineering.

2025

Having good spatial skills strongly predicts achievement and attainment in science, technology, engi-neering, and mathematics fields (e.g., Shea, Lubinski, & Benbow, 2001; Wai, Lubinski, & Benbow, 2009). Improving spatial skills is therefore of both theoretical and practical importance. To determine whether and to what extent training and experience can improve these skills, we meta-analyzed 217 research studies investigating the magnitude, moderators, durability, and generalizability of training on spatial skills. After eliminating outliers, the average effect size (Hedges’s g) for training relative to control was 0.47 (SE 0.04). Training effects were stable and were not affected by delays between training and posttesting. Training also transferred to other spatial tasks that were not directly trained. We analyzed the effects of several moderators, including the presence and type of control groups, sex, age, and type of training. Additionally, we included a theoretically motivated ...

2025, Psychological Bulletin

Having good spatial skills strongly predicts achievement and attainment in science, technology, engineering, and mathematics fields (e.g., . Improving spatial skills is therefore of both theoretical and practical importance. To determine whether and to what extent training and experience can improve these skills, we meta-analyzed 217 research studies investigating the magnitude, moderators, durability, and generalizability of training on spatial skills. After eliminating outliers, the average effect size (Hedges's g) for training relative to control was 0.47 (SE ϭ 0.04). Training effects were stable and were not affected by delays between training and posttesting. Training also transferred to other spatial tasks that were not directly trained. We analyzed the effects of several moderators, including the presence and type of control groups, sex, age, and type of training. Additionally, we included a theoretically motivated typology of spatial skills that emphasizes 2 dimensions: intrinsic versus extrinsic and static versus dynamic (Newcombe & Shipley, in press). Finally, we consider the potential educational and policy implications of directly training spatial skills. Considered together, the results suggest that spatially enriched education could pay substantial dividends in increasing participation in mathematics, science, and engineering.

2025

Having good spatial skills strongly predicts achievement and attainment in STEM fields (eg, Shea, Lubinski, & Benbow, 2001; Wai, Lubinski, & Benbow, 2009). Improving spatial skills is therefore of both theoretical and practical importance. To determine whether and to what extent training and experience can improve these skills, we meta-analyzed 217 research studies investigating the magnitude, moderators, durability and generalizability of training on spatial skills. After eliminating outliers, the average effect size (Hedges'g) for ...

2025, Opción: Revista de Ciencias Humanas y Sociales

Los sistemas de respuesta personal (SRP) permiten enviar preguntas a los teléfonos móviles de los alumnos y registrar sus respuestas. Este estudio se diseñó para investigar el potencial de los informes proporcionados por el SRP Socrative y, específicamente, su impacto en la planificación de las revisiones de contenido de gramática y vocabulario en un curso de inglés. El programa se desarrolló durante un año académico con estudiantes universitarios. Los resultados indicaron una disminución en la tasa de errores frecuentes de los alumnos tras los repasos de los contenidos que, según los informes del SRP, eran más problemáticos. Palabras clave: Sistemas de respuesta personal; evaluación; prevención de errores; análisis de errores.

2025, dialnet.unirioja.es

Resumen Con motivo de la integración de la enseñanza de titulaciones técnicas en el Espacio Europeo de Educación Superior se desarrollan nuevas metodologías docentes que implican la organización de distintos tipos de actividades que... more

2025

Haremos hincapié en aquellos aspectos más destacados relativos al nuevo sistema de evaluación basado en evaluación continua.

2025, Developmental Psychology

A battery of cognitive tests and a measure of early childhood activities were administered to 17 females and 8 males with congenital adrenal hyperplasia (CAH), an autosomal recessive disorder associated with elevated prenatal adrenal androgen levels. CAH females, as compared with unaffected female relatives, showed significantly enhanced performance on three tests of spatial ability -Hidden Patterns, Card Rotations, and Mental Rotations; no reliable differences in spatial ability were observed between male patients and controls. On the Early Life Activities Questionnaire (ELAQ), male patient and control groups did not differ significantly on any activity scales. In contrast, CAH females, relative to female control subjects, showed significantly lower frequencies of participation in activities involving verbal expression and a trend toward greater participation in spatial manipulation activities. Nevertheless, differences between female patient and control groups in early childhood activities did not account for observed differences in spatial ability, given the absence of a significant correlation between the spatial manipulation activity scale and spatial ability. These results are consistent with an effect of pre-and perinatal androgenizing hormones on the development of spatial ability. Sex hormone exposure during critical periods of development and central nervous system differentiation influences consequent patterns of sexually dimorphic behavior and neuroendocrine function. The organizational and/or sensitizing action of sex hormones on mating and non-mating behaviors has been documented in a variety of animals (

2025

Learning tasks from simulated data using reinforcement learning has been proven effective. A major advantage of using simulation data for training is that it reduces the burden of acquiring real data. Specifically when robots are involved, it is important to limit the amount of time a robot is occupied with learning, and can instead be used for its intended (manufacturing) task. A policy learned on simulation data can be transferred and refined for real data. In this paper we propose to learn a robustified policy during reinforcement learning using simulation data. A robustified policy is learned by exploiting the ability to change the simulation parameters (appearance and dynamics) for successive training episodes. We demonstrate that the amount of transfer learning for a robustified policy is reduced for transfer from a simulated to real task. We focus on tasks which involve reasl-time non-linear dynamics, since non-linear dynamics can only be approximately modeled in physics engi...

2025, 18th International Symposium on Aviation Psychology

2025, Computers & Education

Although several investigations of spatial reasoning and mental rotation skills have been conducted in research areas linked to STEM education, to the best of our knowledge, few of these studies have examined the relationship between spatial reasoning and computational thinking. Given this gap in the literature, the present study investigates the role and action of spatial reasoning, and specifically the effects of mental rotation on computational thinking within an embodied and enacted perspective. To achieve this, we carried out a study involving 92 students in five primary-school classes (1st grade -5th grade). The findings reveal a positive correlation between computational thinking skill and mental rotation ability. A growing number of research studies have shown that human ideas are grounded in sensorimotor experience (

2025, Korean Journal of Medical Education

Purpose: Spatial perception is an essential skill for professional dentists. The objective of this study was to observe the spatial ability, as well as anatomy module grades, of dental students at a dental education center in Indonesia and relate these to gender and cohort.Methods: A cross-sectional study was carried out where dental students in years (cohorts) 1, 2, 4–6 were invited to take the Revised Purdue Spatial Visualization Test (PSVT-R) and the redrawn Vandenberg and Kuse Mental Rotation Test (MRT) in order to assess spatial ability. In addition, the 1st- and 2nd-year dental students carried out gross anatomy assessments. Spatial ability test results were compared using an independent t-test to detect gender differences, one-way analysis of variance to inspect cohort differences, and correlation relative to anatomy module scores.Results: A total of 326 dental students voluntarily participated. Statistically significant gender differences were found in both spatial ability t...