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The study also finds no gender differences in spatial ability levels before or after training, attributed to masked training linked to everyday and leisure activities.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Roca-González  \nUniversidad de Las Palmas de Gran Canaria, SPAIN  \nJorge Martin-Gutierrez  \nUniversidad de La Laguna, SPAIN  \nMelchor García-Dominguez  \nUniversidad de Las Palmas de Gran Canaria, SPAIN  \nMª del Carmen Mato Carrodeguas  \nUniversidad de Las Palmas de Gran Canaria, SPAIN  \nReceived 20 March 2016 ▪ Revised 15 June 2016 ▪ Accepted 13 August 2016  \nABSTRACT  \nThe present study assessed a short training experiment to improve spatial abilities using two tools based on virtual technologies: one focused on manipulation of specific geometric virtual pieces, and the other consisting of virtual orienteering game. The two tools can help improve spatial abilities required for many engineering problem-solving procedures. The results indicated that training activities improved the components of space ability (mental rotation, spatial visualization, and spatial orientation) . In addition, it was concluded that there were no differences between men and women with respect to spatial ability levels before or after the training experiment. This fact resulted from masked training relating to daily living and leisure activities that are usually indistinctly performed by men and women  \nin developed and industrialized countries.  \nKeywords: virtual reality, augmented reality, spatial ability, virtual orienteering, gender  \nINTRODUCTION  \nSpatial ability is essential so that engineers can carry out the tasks performed in the profession and also in the academic environment. This ability is an indication of good academic performance in engineering studies (Yue, 2002) .  \nSpatial abilities are an important aspect to be considered in engineering studies. This abilities involves improving students' abstraction ability and helps formulate and solve problems. It allows creating images to perform engineering tasks with greater fluidity. (Adanez & Velasco, 2002) .  \nState of the literature  \n􀁸 Currently, studies on spatial abilities follow two lines of research to define the factors that compose those abilities. The first one is the proposal of three factors (spatial perception, mental rotation, and spatial visualization) and the second is the proposal of two factors (spatial relation or mental rotation, and visualization) . The majority of researchers do not find how to differentiate rotation from orientation. However, recent studies have indicated that this difference was not found because the instruments used to measure orientation were similar to those used to measure rotation (Hegarty & Waller, 2004)  \n􀁸 Numerous authors have proposed different types of training activities to improve spatial ability. Some of these activities, based on multimedia applications and video games, are able to develop and improve spatial abilities. Very few studies have been concerned with developing spatial orientation in a specific way. In general, the studies measure spatial visualization and spatial rotation.  \n􀁸 The differences exhibited by humans in terms of spatial ability levels are due to variables such as: sex; ethnicity; social status; and social environment.  \nContribution of this paper to the literature  \n􀁸 We propose the intelligence component \"spatial ability\" which consists of three sub-factors, namely: spatial relations; spatial visualization; and spatial orientation. Most authors consider that spatial relations and spatial orientation are the same factors, but the error is that they use the same instrument to measure both factors. The Perspective Taking/Spatial Orientation Test,(Kozhevnikov & Hegarty, 2001) provides a way to measure spatial orientation. A good practice is measuring the three components in order to measure spatial abilities.  \n􀁸 A video game platform based on orienteering races and an augmented reality application based on engineering graphics were part of a training proposal for the development and improvement of spatial ability in engineer","cbCaip2oVPEfWXsH","https://ap.wps.com/l/cbCaip2oVPEfWXsH","pdf",1641920,28,"English","# Abstract\n# Introduction\n## Spatial ability in engineering\n## State of the literature\n## Contribution of this paper to the literature","[{\"question\":\"What training tools were used to improve spatial abilities?\",\"answer\":\"The study used two virtual-technology tools: a geometric virtual-pieces manipulation tool and a virtual orienteering game.\"},{\"question\":\"Which components of spatial ability improved after the training?\",\"answer\":\"Training improved mental rotation, spatial visualization, and spatial orientation.\"},{\"question\":\"Did the experiment find differences between men and women?\",\"answer\":\"No. There were no differences between men and women in spatial ability levels before or after the training experiment.\"}]","Virtual Technologies to Develop Visual-Spatial Ability in Engineering Students | PDF",71]