The effect of augmented reality on spatial visualization ability of elementary school student

Mohd Hishamuddin Abdul Rahman

QR Code Link :
Type :	article
Subject :	LB1603 Secondary Education. High schools
Main Author :	Mohd Hishamuddin Abdul Rahman
Additional Authors :	Danakorn Nincarean A/L Eh Phon Nur Ichsan Utama Mohamad Bilal Ali Noor Dayana Abd Halim Shahreen Kasim
Title :	The effect of augmented reality on spatial visualization ability of elementary school student

Place of Production :	Tanjong Malim
Publisher :	Fakulti Seni, Komputeran dan Industri Kreatif
Year of Publication :	2019
Corporate Name :	Universiti Pendidikan Sultan Idris

Abstract : Universiti Pendidikan Sultan Idris

The invention of Augmented Reality (AR) has provided a platform for individuals to see virtual and real objects simultaneously in a real-life setting. As compared to other technologies being implemented in education setting, it may contribute a new method to educate. This study investigated the possible effect of AR technology on students’ spatial visualization ability. ARScience Magic Book Learning System (AR-SMB) is a learning tool based on the AR technology which was developed in this study to facilitate students in learning science concept, hence enhancing their spatial visualization ability. The type of data collection methodology used is the quantitative approach in which pre-test and post-test design were implemented and the participant comprised of 34 fifth-grade students. According to the results, it was found that the scores of the Mental Rotation Test (MRT) posttest were significantly greater than the pre-test, thus AR technology can be considered to be beneficial in enhancing students’ spatial visualization ability. There is a huge difference in terms of the scores of MRT between the pre-test and post-test which concludes that the treatment given can significantly improve and contribute towards their spatial visualization ability. The findings of this research enable the educators to incorporate AR learning into their teaching process in order for students to understand the rotation and transformation of objects that are related to each other. As a result, this study has shown a significant implication for the understanding of AR’s effect in enhancing spatial visualization ability among primary school students.

References

[1] D. Reilly, D. L. Neumann & G. Andrews, “Gender differences in spatial visualization ability: Implications for STEM education and approaches to reducing the gender gap for parents and educators. In Visual-spatial visualization ability in STEM Education (pp. 195-224). Springer, Cham, 2017

[2] C. L. Gohm, L. G. Humphreys, and G. Yao, “Underachievement among spatially gifted students.” American Educational Research Journal, 35(3), 515-531, 1998.

[3] M. Hegarty, “Spatial thinking in undergraduate science education.” Spatial Cognition & Computation, 14(2), 142-167, 2014. J. Buckley, N. Seery, & D. Canty, “A heuristic framework of spatial visualization ability: A review and synthesis of spatial factor literature to support its translation into STEM education.” Educational Psychology Review, 1-26, 2018.

[4] S. Sorby, E. Nevin, A. Behan, E. Mageean, E., and S. Sheridan, “Spatial skills as predictors of success in first-year engineering.” IEEE In Frontiers in Education Conference (FIE), pp. 1-7, October 2014. IEEE.

[5] J. F. Johnson, L. G. Barron, M. R. Rose, & T. R. Carretta, “Validity of Spatial visualization ability Tests for Selection into STEM (Science, Technology, Engineering, and Math) Career Fields: The Example of Military Aviation.” In Visual-spatial visualization ability in STEM Education, (pp. 11-34). Springer, Cham, 2017.

[6] D. F. Lohman, “Spatial visualization ability and G. In I. Dennis & P. Tapsfield (Eds.), Human abilities: their nature and measurementHillsdale, NJ: Erlbaum, 1996, pp. 97 –116.

[7] G. M.Bodner and R. B. Guay, “The Purdue visualization of rotation test.” The Chemical Educator, 2 (4), 1-17, 1997.

[8] H. B. Yılmaz, “On the development and measurement of spatial visualization ability.” International Electronic Journal of Elementary Education, 1(2), 83-96, 2017.

[9] E. D. Ragan, S. Scerbo, F. Bacim & D. A. Bowman, “Amplified head rotation in virtual reality and the effects on 3d search, training transfer, and spatial orientation”. IEEE transactions on visualization and computer graphics, 23(8), 1880-1895, 2017

[10] C. Roca-González, J. Martin-Gutierrez, M. GarcÍa-Dominguez, M., & del Carmen Mato Carrodeguas, “Virtual Technologies to Develop Visual-Spatial visualization ability in Engineering Students.” Eurasia Journal of Mathematics, Science & Technology Education, 13(2), 2017

[11] R. T. Azuma, “A survey of augmented reality,” PresenceTeleoperators and Virtual Environments, 6 (4), 355 – 385, 1997.

[12] M. Contero, J. M., Gomis, F. Naya, F., Albert, and Martin-Gutierrez, J. (2012, October). Development of augmented reality-based remedial course to improve the spatial visualization ability of engineering students. In Frontiers in Education Conference (FIE), 2012 (pp. 1-5). IEEE.

[13] A. Cascales, I. Laguna, D. Pérez-López, P. Perona, & M. Contero, “Augmented Reality for preschoolers: An experience around Natural Sciences educational contents”. Spdece, (June), 113–122, 2012.

[14] M. B. Ibáñez, & Delgado-Kloos, C. “Augmented reality for STEM learning: A systematic review.” Computers & Education, 2018.

[15] A. Dünser, K. Steinbügl, H. Kaufmann, and J. Glück, (2006, July). Virtual and augmented reality as spatial visualization ability training tools. In Proceedings of the 7th ACM SIGCHI New Zealand chapter's international conference on Computer-human interaction: design centered HCI (pp. 125-132). ACM.

[16] T. Do, J. W. Lee. and J. Jacko, “A Multiple-Level 3D-LEGO Game in Augmented Reality for Improving Spatial visualization ability”. Human-Computer Interaction. Interacting in Various Application Domains. Lecture Notes in Computer Science. 5613, pp. 296–303, 2009.

[17] Y. C. Chen, HL. Chi, W. H. Hung and S. C Kang, “Use of Tangible and Augmented Reality Models in Engineering Graphics Courses.” Journal of Professional Issues in Engineering Education and Practice. 137(4), pp. 267–276, 2011.

[18] K. H. Cheng, “Reading an augmented reality book: An exploration of learners' cognitive load, motivation, and attitudes.” Australasian Journal of Educational Technology, 33(4), 2017.

[19] J. Holopainen, O. Mattila, P. Parvinen, E. Pöyry, & K. Seppälä, “Employing Mixed Reality Applications: Customer Experience Perspective.” In Proceedings of the 51st Hawaii International Conference on System Sciences, 2018.

[20] E. T. Gün, & B. Atasoy, “The Effects of Augmented Reality on Elementary School Students’ Spatial visualization ability and Academic Achievement.” Egitim ve Bilim, 42(191), 2017.

[21] J. Bacca, S. Baldiris, R. Fabregat, S. Graf, and Kinshuk, “Augmented reality trends in education: a systematic review of research and applications.” Educational Technology & Society, 17(4), 133-149, 2014.

[22] M. Peters, B. Laeng, K. Latham, M. Jackson, R. Zaiyouna, C. Richardson. “A redrawn Vandenberg and Kuse mental rotations test different versions and factors that affect performance.” Brain and Cognition, 28(1), 39-58, 1995.

[23] L. Verderhus and S. Krekling, “Sex Differences in Visual-Spatial visualization ability in 9-Year-Old Children”. Intelligence, 23, 33-43, 1996.

[24] C. Carbonell Carrera, & L. A., Bermejo Asensio, “Augmented reality as a digital teaching environment to develop spatial thinking.” Cartography and geographic information science, 44(3), 259-270, 2017.

[25] Z. Y. Hoe, I. J. Lee, C. H. Chen, & K. P. Chang, “Using an augmented reality-based training system to promote spatial visualization ability for the elderly.” Universal Access in the Information Society, 1-16, 2017.

[26] J. Martin-Gutierrez, J. L. Saorin, M. Contero, M. Alcaniz, M., D. C. Perez-Lopez, and M. Ortega, “Design and validation of an augmented book for spatial abilities development in engineering students. Computers & Graphics, 34 (1), 77– 91, 2010.

[27] D. N. E. Phon, M. B. Ali, and N. D. A. Halim, “Learning with Augmented Reality: Effects Toward Student with Different Spatial Abilities.”Advanced Science Letters, 21(7), 2200-2204, 2015.

[28] N. M. B. Izwan, Z. S. I. Syed and A. R. Salleh, “The Use of Augmented Reality Technology for Primary School Education in Perlis, Malaysia.” IOP Conf. Series: Journal of Physics: Conf. Series 1019, 2018.

[29] M. Rasmy, S. Selvadurai, and J. Sulehan, “Social Environmental Determinants of Student Dropout in the Plantation Settlement. Malaysian Journal of Society and Spac, 13(2), 54–64, 2017.

[30] S.C Chang and G. J. Hwang, “Impacts of an augmented reality-based flipped learning guiding approach on students’ scientific project performance and perceptions. Computers & Education, 2018

[31] M.A. Ismail, V. Mezhuyev, K. Moorthy, S. Kasim, A.O. Ibrahim, "Optimisation of Biochemical Systems Production using Hybrid of Newton Method, Differential Evolution Algorithm and Cooperative Coevolution Algorithm," Indonesian Journal of Electrical Engineering and Computer Science, vol.8, pp. 27-35, 2017.

[32] M.A. Ismail, V. Mezhuyev, S. Deris, M.S. Mohamad, S. Kasim, R.R. Saedudin, "Multi-objective Optimization of Biochemical System Production Using an Improve Newton Competitive Differential Evolution Method," International Journal on Advanced Science, Engineering and Information Technology, vol.7, pp.1535-1542, 2017.

This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials.
You may use the digitized material for private study, scholarship, or research.

Back to previous page