This study explores how pre-service mathematics teachers' spatial visualisation skills evolved during a Cognitive Load Theory (CLT) based education. The study used the qualitative theory-testing case study method, which guided the identification of participants, the design of technology-supported education, and the data collection and analysis…

This study examined the impact of augmented reality (AR) on engineering education, focusing on spatial visualisation skills and cognitive load in an engineering drawing course. The research is based on cognitive load theory and spatial visualisation frameworks. It compares three AR methods--marker-based (MBAR), markerless (MLAR) and Web-based…

The perception and manipulation of spatial information are essential for mathematical learning, and research highlights gender differences in spatial abilities. The present study contributes to the question of whether these differences are evident at earlier ages and how they interact with task complexity in mental rotation. We developed the…

Why do people shift their strategies for solving problems? Past work has focused on the roles of contextual and individual factors in explaining whether people adopt new strategies when they are exposed to them. In this study, we examined a factor not considered in prior work: people's evaluations of the strategies themselves. We presented…

Why do people shift their strategies for solving problems? Past work has focused on the roles of contextual and individual factors in explaining whether people adopt new strategies when they are exposed to them. In this study, we examined a factor not considered in prior work: people's evaluations of the strategies themselves. We presented…

An association between spatial ability, particularly visualisation, and science, technology, engineering, and mathematics (STEM) education has been repeatedly demonstrated over the past four decades. Understanding this relationship is of critical importance as substantial evidence illustrates the malleability of spatial ability and that the…

Binocular disparity provides one of the important depth cues within stereoscopic three-dimensional (3D) visualization technology. However, there is limited research on its effect on learning within a 3D augmented reality (AR) environment. This study evaluated the effect of binocular disparity on the acquisition of anatomical knowledge and…

Three-dimensional (3D) digital anatomical models show potential to demonstrate complex anatomical relationships; however, the literature is inconsistent as to whether they are effective in improving the anatomy performance, particularly for students with low spatial visualization ability (Vz). This study investigated the educational effectiveness…

The present study was to explore whether dynamic visualizations enriched with visuospatial cues can optimize learners' cognitive processing of mechanical systems. The animated conditions and cueing patterns were the independent variables with an attempt to investigate their impacts on retention and transfer tests. Either dynamic or static…

Open math problem solving is critical to help students deepen the understanding and promote transfer of mathematics knowledge. However, the cognitive mechanism for open math problem solving, particularly the role of spatial abilities, has not been paid enough attention. This study recruited 192 junior middle school students (14.30 ± 0.48 years…

Young children, students, and adults may have alternative ideas about the motion of the Sun and stars as we observe them in the sky. However, a good understanding of this apparent motion is essential as a starting point to study more advanced astronomical concepts, especially when these include astronomical observations. In this paper, we describe…

Measurement of mental rotation presents a serious challenge to cognitive researchers owing to the lack of a single comprehensive measure that can be applied across the developing age groups. Objective of the present study was to develop and validate a new measure of mental rotation for preadolescent and adolescent age groups. Items were…

Aiming to enhance understanding of visual obstacles inherent in two-dimensional (2-D) sketches used in high school spatial geometry instruction, we propose a measure of visual difficulty based on two attributes of the sketches: potentially misleading geometrical information (PMI) and potentially helpful geometrical information (PHI). The…

The use of planar and volumetric geometric figures in the form of didactic games and exercises, the participants in the experiment showed a significant improvement in the results of the level of spatial representation compared with the control group. The methodology of the use of didactic games and exercises with geometric figures showed the…

This paper reports on exploratory research into visual imagery in the learning of early mathematics. It aims to present a theoretical position in relation to perceptual perspectives of visual imagery. Students' visual imagery is explored in one example of a teacher's use of a protocol to encourage students to replicate dot patterns. This example…