This study investigated the effects of Augmented Reality (AR) on learning, cognitive load and spatial abilities. More specifically, it measured learning gains, perceived cognitive load, and the role spatial abilities play with students engaged in an astronomy lesson about lunar phases. Research participants were 182 students from a public university in southeastern United States, and were recruited from psychology research pool. Participants were randomly assigned to two groups: (a) Augmented Reality and Text Astronomy Treatment (ARTAT); and (b) Images and Text Astronomy Treatment (ITAT). Upon entering the experimental classroom, participants were given (a) Paper Folding Test to measure their spatial abilities; (b) the Lunar Phases Concept Inventory (LPCI) pre-test; (c) lesson on Lunar Phases; (d) NASA-TLX to measure participants’ cognitive load; and (e) LPCI post-test. Statistical analysis found (a) no statistical difference for learning gains between the ARTAT and ITAT groups; (b) statistically significant difference for cognitive load; and (c) no significant difference for spatial abilities scores.

Neste estudo são avaliadas três atividades com relação a seus efeitos no desenvolvimento da habilidade de visualização espacial. Elas são baseadas respectivamente em aplicações de desenho técnico, modelos de arame e modelos de sólidos. Na terceira atividade há também exercícios em que são utilizadas máquinas com comando numérico. A avaliação foi realizada com base em ontuãções obtidas por estudantes no teste MRT, após a prática das atividades em mini cursos experimentais, os quais foram aplicados segundo o método de planejamento experimental chamado Julgamentos Cruzados, e os dados obtidos, analisados de acordo com um método Bayesiano. Concluiu-se que a atividade em que foram utilizadas aplicações de desenho técnico tem maior potencial para desenvolver a habilidade de visualização espacial, quando comparada com as outras, em que foram utilizadas respectivamente aplicações de modelos de sólidos e de arame. / The effects of three pedagogical activities concerning their effects on the development of spatial visualization skills are presented in this study. Those activities are based respectively on the interpretation and generation of technical drawings, wireframe models, and finally on the generation and interpretation of solid models. In the third activity it has also exercises where numerical controlled machines are used. The activities were applied to a group of under-graduate students in the form of short courses, and the results were measured by MRT testing. The crossover experimental design was used to organize the order of activities and to facilitate the drawing of meaningful conclusions. The statistical analysis was performed according by Bayesian methods. It is concluded that the activity that uses applications of technical drawings has more potential to develop spatial visualization skills.

As habilidades espaciais, em particular a de visualização, são intensamente requeridas por inúmeras profissões artísticas, técnicas e científicas. Muitos estudos mostram que a visualização espacial pode ser desenvolvida e melhorada através de atividades apropriadas, por exemplo, os cursos de Desenho Técnico e Geometria Descritiva. Este trabalho propõe a especificação e o desenvolvimento de uma ferramenta didática para apoio ao ensino de Geometria Descritiva baseada em técnicas de Realidade Virtual, em especial a estereoscopia. A ferramenta proposta destina-se a permitir a execução dinâmica de construções geométricas tridimensionais, possibilitando a criação de situações espaciais pelo usuário, neste caso, o professor em sala de aula. Visando incrementar a percepção das relações espaciais entre os elementos representados, foi adotada a projeção estereoscópica passiva, o que permitirá aos estudantes a visualização da geometria em três dimensões, com percepção da profundidade. Além disso, a ferramenta inovadora proposta se caracteriza como uma solução de baixo custo e viável para uso por grandes grupos. A metodologia de avaliação utilizada na pesquisa experimental envolveu três grupos distintos de estudantes: controle, teste-estéreo e teste-mono. O primeiro recebeu instrução convencional de Geometria Descritiva enquanto que os demais foram expostos à nova ferramenta, operando em modo estereoscópico e, no terceiro caso, sem este recurso. Os principais efeitos do uso do sistema nas aulas tradicionais de Geometria Descritiva indicaram que os três grupos de estudantes analisados apresentaram melhoras no desenvolvimento de suas habilidades espaciais. No entanto, não foi possível detectar diferença estatisticamente significativa pela análise dos ganhos médios proporcionados pelos tratamentos diferenciados empregados na pesquisa experimental. Além da avaliação quantitativa, a pesquisa envolveu a aplicação de uma avaliação qualitativa, que indicou melhor aceitação da ferramenta pelos estudantes, se comparada aos métodos convencionais de ensino. Os resultados obtidos mostraram que a tecnologia estereoscópica se apresenta como uma boa alternativa a ser explorada em sala de aula contribuindo para a aprendizagem do tema. / Spatial skills, specially visualization, are intensely required by numerous artistic, technical and scientific professions. Many studies show that spatial visualization can be developed and improved through appropriate activities like, for example, Technical Drawing and Descriptive Geometry courses. This work proposes the specification and development of a didactic tool to support teaching of Descriptive Geometry based on Virtual Reality techniques, particularly the stereoscopy. The tool is designed to enable the dynamic execution of three-dimensional geometric constructions, allowing the creation of spatial situations by the user, i.e. the teacher in the classroom. Aiming to increase the perception of spatial relationships between the elements represented, a passive stereoscopic projection was adopted, which will allow students to visualize the geometry in three dimensions, with depth perception. In addition, the proposed innovative tool represents a low cost solution, feasible for using by large groups. The evaluation methodology used in the experimental research involved three separate groups of students: control, mono-test and stereo-test. The first received conventional instruction in Descriptive Geometry while the others were exposed to the new tool, operating in stereo mode and, the third case, without this feature. The main effects of system usage in traditional classes of Descriptive Geometry indicated that the three groups of students showed improvements in the development of their spatial skills. However, no statistically significant difference was verified by analysis of the mean gain provided by the different treatments used in the experimental research. In addition to the quantitative evaluation, the research involved the application of a qualitative evaluation, which indicated the tool was better accepted by students, if compared to the conventional methods of teaching. The obtained results showed that stereoscopic technology is a good alternative to be used in the classroom, contributing to the learning of the theme.

The purposes of the study were to investigate the effects of visual treatment on students&rsquo / opinion in terms of thinking process and students&rsquo / opinion in terms of feelings in the spatial ability activities / to investigate the effects of visual treatment on student&rsquo / s spatial ability, spatial visualization and spatial orientation The study was conducted in Ankara with 21 sixth-grade elementary school students. One group pretest-posttest design was used. Two measuring instruments were utilized: Spatial Ability Test and Spatial Problem Attitude Scale. Spatial Ability Test, which was developed by Ekstrom, consists of paper folding and surface development tests measuring the spatial visualization ability and card rotation together with cube comparison tests measuring the spatial orientation ability. The tests were translated into Turkish by Delialioglu, (1996). Spatial Problem Attitude Scale was developed by researcher. The study employed both quantitative and qualitative research using a mixed method design. The researcher conducted 9 interviews with nine 6th grade students from the same class. The students were asked their opinion about the visual treatment in terms of thinking process and feelings in the spatial ability activities. Additionally, the class was observed during their activity time that continued 10 weeks and five hours per week.In order to analyze the obtained data, Friedman and Wilcoxon tests as well as one-way repeated measures Analysis of Variance were used. To analyze data obtained from interviews, the phenomenographic method was used. The results of the study indicated that there was a statistically significant change in students&rsquo / spatial ability, spatial orientation and spatial visualization scores across three time periods (pre treatment, post treatment and retention). All three scores were significantly different from each other. Test scores were significantly higher immediately after the visual treatment than those before the treatment. The test scores one month later were significantly lower than those immediately after the treatment, but significantly higher than the scores before the treatment. The findings suggest that visual treatment has positive effects on students&rsquo / spatial cognitive process and their attitudes toward spatial ability problems. Selection of the appropriate visual treatment should be based on students&rsquo / needs and their cognitive development level for providing better learning environment

The main purpose of the study was to investigate the effect of origami-based instruction on fourth, fifth, and sixth grade students&rsquo / spatial ability in mathematics. More specifically, how origami-based instruction affected students&rsquo / spatial visualization and spatial orientation ability was examined. In addition, elementary students&rsquo / self-reported perceptions related to origami-based instruction was investigated. In other words, students&rsquo / attitude towards origami-based instruction, their views about the benefits of origami-based instruction and its connection to mathematics, and the difficulties that students encountered while making origami as well as by whom they overcame these difficulties were investigated. The data was collected from 38 fourth, fifth, and sixth grade students in a private school in Eryaman neighborhood in Ankara. The participants were given a Spatial Ability Test (SAT) as pretest and posttest in order to assess the effect of origami-based instruction on their spatial ability in terms of spatial visualization and spatial orientation. In addition, the participants were asked to write reflection papers related to origami-based instruction in order to examine their perceptions. The results indicated that there was a significant positive effect of origami-based instruction on elementary students&rsquo / both spatial visualization and spatial orientation ability. Moreover, the findings showed that students had positive attitude toward origami-based instruction where they wanted to continue origami-based instruction. Students also thought that origami-based instruction was beneficial for them especially in geometry topics in mathematics, and they have common views that origami-based instruction was directly related with mathematics. Furthermore, results revealed that students were generally encountered with folding and assembling difficulties, and they overcame these difficulties by themselves, by the help of the teacher, and by the help of their friends.

The main purpose of this study was to investigate the contributions of spatial visualization and spatial orientation tasks regarding 2D representations of 3D objects and isometric drawing to the development of sixth grade students&rsquo / spatial reasoning. The study also aimed to investigate students&rsquo / performances on spatial tasks during the classes and to explore their views and feelings about the spatial tasks. Data were collected from 24 6th grade students in a private school located in Ankara. The design of the research was first person inquiry where the researcher was also the teacher at the same time. During five class hour the topic was covered with spatial tasks developed by the researcher.Spatial Orientation Test (SOT) and Achievement Test on 2D Representations of 3D Objects and Isometric Drawing (AT) were administered to the students before and after the taskto evaluate the effect of instruction. Wilcoxon signed rank test was run to test data. Statistical analyses revealed that there was a statistically significant difference in students&rsquo / spatial reasoning development between pre-test and post-test. Another finding of the study was related to the progress of students&rsquo / performances in the visual reasoning tasks. As the time passed, students got more successful in completing even the more advanced tasks.The findings of the study indicated that in order to develop students&rsquo / visual reasoning abilities teachers need to provide them opportunities to practice with the visual tasks supported with the effective use of manipulative. In addition to this, teachers should create activities and design their lessons in a way that where the students are the actors and actively participated in the class.

Neste estudo são avaliadas três atividades com relação a seus efeitos no desenvolvimento da habilidade de visualização espacial. Elas são baseadas respectivamente em aplicações de desenho técnico, modelos de arame e modelos de sólidos. Na terceira atividade há também exercícios em que são utilizadas máquinas com comando numérico. A avaliação foi realizada com base em ontuãções obtidas por estudantes no teste MRT, após a prática das atividades em mini cursos experimentais, os quais foram aplicados segundo o método de planejamento experimental chamado Julgamentos Cruzados, e os dados obtidos, analisados de acordo com um método Bayesiano. Concluiu-se que a atividade em que foram utilizadas aplicações de desenho técnico tem maior potencial para desenvolver a habilidade de visualização espacial, quando comparada com as outras, em que foram utilizadas respectivamente aplicações de modelos de sólidos e de arame. / The effects of three pedagogical activities concerning their effects on the development of spatial visualization skills are presented in this study. Those activities are based respectively on the interpretation and generation of technical drawings, wireframe models, and finally on the generation and interpretation of solid models. In the third activity it has also exercises where numerical controlled machines are used. The activities were applied to a group of under-graduate students in the form of short courses, and the results were measured by MRT testing. The crossover experimental design was used to organize the order of activities and to facilitate the drawing of meaningful conclusions. The statistical analysis was performed according by Bayesian methods. It is concluded that the activity that uses applications of technical drawings has more potential to develop spatial visualization skills.

As habilidades espaciais, em particular a de visualização, são intensamente requeridas por inúmeras profissões artísticas, técnicas e científicas. Muitos estudos mostram que a visualização espacial pode ser desenvolvida e melhorada através de atividades apropriadas, por exemplo, os cursos de Desenho Técnico e Geometria Descritiva. Este trabalho propõe a especificação e o desenvolvimento de uma ferramenta didática para apoio ao ensino de Geometria Descritiva baseada em técnicas de Realidade Virtual, em especial a estereoscopia. A ferramenta proposta destina-se a permitir a execução dinâmica de construções geométricas tridimensionais, possibilitando a criação de situações espaciais pelo usuário, neste caso, o professor em sala de aula. Visando incrementar a percepção das relações espaciais entre os elementos representados, foi adotada a projeção estereoscópica passiva, o que permitirá aos estudantes a visualização da geometria em três dimensões, com percepção da profundidade. Além disso, a ferramenta inovadora proposta se caracteriza como uma solução de baixo custo e viável para uso por grandes grupos. A metodologia de avaliação utilizada na pesquisa experimental envolveu três grupos distintos de estudantes: controle, teste-estéreo e teste-mono. O primeiro recebeu instrução convencional de Geometria Descritiva enquanto que os demais foram expostos à nova ferramenta, operando em modo estereoscópico e, no terceiro caso, sem este recurso. Os principais efeitos do uso do sistema nas aulas tradicionais de Geometria Descritiva indicaram que os três grupos de estudantes analisados apresentaram melhoras no desenvolvimento de suas habilidades espaciais. No entanto, não foi possível detectar diferença estatisticamente significativa pela análise dos ganhos médios proporcionados pelos tratamentos diferenciados empregados na pesquisa experimental. Além da avaliação quantitativa, a pesquisa envolveu a aplicação de uma avaliação qualitativa, que indicou melhor aceitação da ferramenta pelos estudantes, se comparada aos métodos convencionais de ensino. Os resultados obtidos mostraram que a tecnologia estereoscópica se apresenta como uma boa alternativa a ser explorada em sala de aula contribuindo para a aprendizagem do tema. / Spatial skills, specially visualization, are intensely required by numerous artistic, technical and scientific professions. Many studies show that spatial visualization can be developed and improved through appropriate activities like, for example, Technical Drawing and Descriptive Geometry courses. This work proposes the specification and development of a didactic tool to support teaching of Descriptive Geometry based on Virtual Reality techniques, particularly the stereoscopy. The tool is designed to enable the dynamic execution of three-dimensional geometric constructions, allowing the creation of spatial situations by the user, i.e. the teacher in the classroom. Aiming to increase the perception of spatial relationships between the elements represented, a passive stereoscopic projection was adopted, which will allow students to visualize the geometry in three dimensions, with depth perception. In addition, the proposed innovative tool represents a low cost solution, feasible for using by large groups. The evaluation methodology used in the experimental research involved three separate groups of students: control, mono-test and stereo-test. The first received conventional instruction in Descriptive Geometry while the others were exposed to the new tool, operating in stereo mode and, the third case, without this feature. The main effects of system usage in traditional classes of Descriptive Geometry indicated that the three groups of students showed improvements in the development of their spatial skills. However, no statistically significant difference was verified by analysis of the mean gain provided by the different treatments used in the experimental research. In addition to the quantitative evaluation, the research involved the application of a qualitative evaluation, which indicated the tool was better accepted by students, if compared to the conventional methods of teaching. The obtained results showed that stereoscopic technology is a good alternative to be used in the classroom, contributing to the learning of the theme.

Prostate cancer in the United States shows great disparities among race and socioeconomic status. Disparities in cancer rates in South Carolina are severe. Cancer control policies are lacking in ways to identify reasons for high risk populations and cost-effective ways to do so. An innovative spatial visualization program called the GeoViz Toolkit was used to determine areas of high Prostate Cancer incidence and mortality in South Carolina (rates obtained from the South Carolina Central Cancer Registry) compared with socioeconomic variables (education, income, lack of health insurance, and living in rural areas) and race. From there, recommendations were made using the South Carolina Cancer Alliance's "South Carolina Comprehensive Cancer Control Plan" objectives for Prostate Cancer for the top counties that were determined to have the highest need of intervention. These 11 counties include Colleton, Hampton, Allendale, Barnwell, Fairfield, Dillon, Marion, Marlboro, Williamsburg, Bamberg, and Orangeburg.

Two ways of drawing cubes on dot paper connect students to life outside their classroom.