Publikationen

Spatial abilities and thus mental rotation skills predict achievement in STEM domains. Thus, a wide range of studies investigated the possibilities and trainings of mental rotation skills. One prominent approach is using different digital tools and representation formats to foster spatial abilities. Thereby numerous studies analyzed effects of static in comparison to interactive dynamic representations of mental rotation tasks using different types of interactions. Although the use of dynamic representations is discussed critical regarding superficial information processing, there are no studies to date varying instructional techniques in interactive dynamic spatial trainings. In two studies we compared Limited Rotation training to non-limited Free Rotation training with high school students (Npilot = 21, Nmain = 66). Results after training show a superior effect of the limited compared to the non-limited training regarding the students’ success rate, but not their motivation and mental demand. Additionally analyzed process data show more efficient ways of task solving after limited rotation training indicated by reduced response time and rotation way accompanied by higher success rates in solving non-limited rotation tasks. Results of a pre-and-post-comparison of mental rotation skills indicate a higher increment after limited rotation training. Over-facilitating effects of dynamic representations are discussed.

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.

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.

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.

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.

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.

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.