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Spatial task solving on tablets: analysing mental and physical rotation processes of 12–13-year olds

Wetzel, S. ., Bertel, S. ., Montag, M. ., & Zander, S. . (2020). Spatial task solving on tablets: analysing mental and physical rotation processes of 12–13-year olds. Educational Technology Research and Development, 68(1), 363–381. http://doi.org/10.1007/s11423-019-09699-8

Abstract

Spatial skill assessment and training are promising fields of application for tablets, as touch-based interaction can prime and support mental transformations of spatial knowledge. We report on a study with 49 secondary school students who used our iPad app to solve mental and physical rotation tasks. During physical rotation, students were able to rotate 3D stimuli using touch interaction. Results show specific similarities (e.g., regarding angular disparity effects) as well as differences between mental and physical conditions, such as for task success, mental effort, efficiency; all to the advantage of the physical condition. 12–13-year olds can benefit from these advantages without previous task training, whereas previous research showed this to be different for younger students. In a second step, our analysis compares low and high achievers regarding physical rotation behaviour and motivational variables, including expected success. The results lay grounds for constructing individualized, tablet-based training apps for spatial skills.
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A gender issue? - How touch-based interactions with dynamic spatial objects support performance and motivation of secondary school students

Zander, S. ., Montag, M. ., Wetzel, S. ., & Bertel, S. . (2020). A gender issue? - How touch-based interactions with dynamic spatial objects support performance and motivation of secondary school students. Computers & Education, 143, 103677. http://doi.org/https://doi.org/10.1016/j.compedu.2019.103677

Abstract

Mobile devices are seen to incorporate characteristics which can support learning and problem solving in general and specific abilities, such as spatial ones (e.g. mental rotation). Central relevant characteristics of these devices are the availability of multiple representations (e.g. dynamic and static) and the direct interaction via touch, pointing and tracing with displayed information. The primary aim of the present study was to investigate the effectiveness of direct interactive, dynamic interactions with spatial tasks on mobile devices as compared to purely static, non-interactive versions of the same tasks. We expected that dynamic, interactive tasks support mental processes while solving spatial tasks would be especially helpful for learners with difficulties in mental rotation and low expectancies regarding their spatial abilities. Therefore, the second focus of the study was to examine whether the expected beneficial effects of dynamic interactions were equally beneficial for both genders. This was motivated by previous studies that revealed gender differences in performance and motivational beliefs regarding spatial tasks to the disadvantage of females. We used a mixed within-between subject design with presentation format (static vs. dynamic) and gender (female vs. male) as factors and success rate, mental effort, intrinsic motivation, and frustration as dependent variables. The study was conducted in four classes (7th grade, N = 46) in two secondary schools. To test gender related pre-assumptions, spatial abilities and motivation were assessed before solving the actual rotation tasks. A MANOVA with single-comparison follow-up tests revealed increased success rates and decreased mental effort for both genders in the dynamic condition, whereas beneficial effects for intrinsic motivation and frustration were restricted to female students. Process data for rotation behavior was registered for dynamic tasks: an analysis hinted at more exploratory ways of solving spatial tasks for females and at more goal-oriented approaches for male students.
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Tabletop Teleporter: Evaluating the Immersiveness of Remote Board Gaming

Odenwald, J. ., Bertel, S. ., & Echtler, F. . (2020). Tabletop Teleporter: Evaluating the Immersiveness of Remote Board Gaming. In Proceedings of the 9TH ACM International Symposium on Pervasive Displays (S. 79–86). New York, NY, USA: Association for Computing Machinery. http://doi.org/10.1145/3393712.3395337

Abstract

Communication with remote persons over a video link is common today, e.g. to connect with family members abroad, particularly during the COVID-19 pandemic. However, social activities such as board games are rarely shared in this way, as common video chat software does not support this scenario well. However, interactive tabletops provide inherent support for natural tangible interaction with items on the tabletop surface.We present the Tabletop Teleporter, a setup designed to merge two remote locations into a single shared interaction space. We evaluate the system using a board game, focusing on the perceived immersion and connectedness of participants. Our evaluation shows that most measures for the social quality of a remotely shared game are not significantly different from one played with co-located participants, and that players prefer our setup over a pure videochat scenario.
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Comparing Eye Movements Between Physical Rotation Interaction Techniques

Bertel, S. ., & Wetzel, S. . (2020). Comparing Eye Movements Between Physical Rotation Interaction Techniques. In ACM Symposium on Eye Tracking Research and Applications. New York, NY, USA: Association for Computing Machinery. http://doi.org/10.1145/3379156.3391355

Abstract

Recent studies have shown a number of procedural similarities between solving problems in mental and in physical rotation. Such similarities open up the interesting option to study mental rotation indirectly through physical rotation, with the advantage that physical rotation processes can be much more easily observed than mental ones. To better assess where solution processes in mental and physical rotation differ, though, it is important to know what influence any specific interaction method in physical rotation will have. We present results from a comparison of two such interaction methods: a one-handed, touch-based and a two-handed, ball-based method. Our analysis focuses on fixation durations and saccade amplitudes as proxies for mental load. Results show, importantly, that the choice of interaction method seems to matter but little. We therefore suggest that the existing findings of past studies that have compared mental to physical rotation are likely highly comparable, despite the fact that different interaction techniques were used.
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Adapting Gameplay to Eye Movements - An Exploration with TETRIS

Spiel, K. ., Bertel, S. ., & Kayali, F. . (2019). Adapting Gameplay to Eye Movements - An Exploration with TETRIS. In Extended Abstracts of the Annual Symposium on Computer-Human Interaction in Play Companion Extended Abstracts (S. 687–695). New York, NY, USA: Association for Computing Machinery. http://doi.org/10.1145/3341215.3356267

Abstract

Gameplay experience is shaped by players expectations towards the game and how game features are presented to them. We created two modified versions of the classic TETRIS game: one that adapts game difficulty based on players performance and one that additionally adapts to players eye movements. An initial analysis of exploratory study results indicates that eye-movement-based adaptive difficulty in TETRIS might not affect player performance and that framing the use of adaptive difficulty might only have a limited influence on both players game experience and perceived competence.
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Potential of AR for the Analysis and Training of Spatial Skills: A Case Study

Dohse, F. ., Nicolaisen, V. ., Wetzel, S. ., & Bertel, S. . (2019). Potential of AR for the Analysis and Training of Spatial Skills: A Case Study. In Proceedings of Mensch Und Computer 2019 (S. 537–541). New York, NY, USA: Association for Computing Machinery. http://doi.org/10.1145/3340764.3344453

Abstract

Good spatial skills are of particular importance in STEM domains. For the training of spatial skills, smartphones provide a promising platform because of their high dissemination. Additionally, new frameworks make it easy to develop and use augmented reality (AR) contents. To examine the potential of AR for the training of spatial skills, we developed a prototype of a smartphone app for the solving of cross section tasks.The prototype was tested in a user study with 32 university students. It was compared against a second prototype with a classical Arcball interaction. For both prototypes, success rates were equally high. However, 3D-objects could be rotated faster using the AR-app. For the AR-app, participants reported higher scores regarding innovation and motivation but also for physical demands. This is especially interesting because motor activity and spatial skills are highly connected. Therefore, the physical approach might be promising for the development of spatial skill training apps which might lead to good long-term training results.
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Using Gaze-Derived Measures to Contrast Mental and Physical Rotation Processes

Bertel, S. ., & Wetzel, S. . (2019). Using Gaze-Derived Measures to Contrast Mental and Physical Rotation Processes. ECEM 2019. Alicante.
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The Future of Geographic Information Displays from GIScience, Cartographic, and Cognitive Science Perspectives

Thrash, T. ., Lanini-Maggi, S. ., Fabrikant, S. I., Bertel, S. ., Brügger, A. ., Credé, S. ., … Richter, K.-F. . (2019). The Future of Geographic Information Displays from GIScience, Cartographic, and Cognitive Science Perspectives. In 14th International Conference on Spatial Information Theory : (Bd. 142, S. 1–19). http://doi.org/10.4230/LIPIcs.COSIT.2019.19

Abstract

With the development of modern geovisual analytics tools, several researchers have emphasized the importance of understanding users cognitive, perceptual, and affective tendencies for supporting spatial decisions with geographic information displays (GIDs). However, most recent technological developments have focused on support for navigation in terms of efficiency and effectiveness while neglecting the importance of spatial learning. In the present paper, we will envision the future of GIDs that also support spatial learning in the context of large-scale navigation. Specifically, we will illustrate the manner in which GIDs have been (in the past) and might be (in the future) designed to be context-responsive, personalized, and supportive for active spatial learning from three different perspectives (i.e., GIScience, cartography, and cognitive science). We will also explain why this approach is essential for preventing the technological infantilizing of society (i.e., the reduction of our capacity to make decisions without technological assistance). Although these issues are common to nearly all emerging digital technologies, we argue that these issues become especially relevant in consideration of a person s current and future locations.
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A gender issue? - Process measures while solving spatial tasks on mobile devices

Zander, S. ., Yepes-Serna, V. ., Montag, M. ., Wetzel, S. ., & Bertel, S. . (2018). A gender issue? - Process measures while solving spatial tasks on mobile devices. EARLI SIG 27 Meeting (Online Measures of Education). Warszaw, Poland.
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A gender issue? - Analyzing individual differences while solving spatial tasks on mobile devices

Zander, S. ., Yepes-Serna, V. ., Montag, M. ., Wetzel, S. ., & Bertel, S. . (2018). A gender issue? - Analyzing individual differences while solving spatial tasks on mobile devices. EARLI SIG 6 & 7 Meeting (Technology-Enhanced Learning). Bonn, Germany.
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