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An Argument for Visualization Technologies in Spatial Skills Assessment

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Learning and Collaboration Technologies. Designing the Learner and Teacher Experience (HCII 2022)

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Abstract

Spatial skills assessment is popular in educational research, with correlations found with success in STEM disciplines. One type of spatial assessment involves recognition and manipulation of drawings of 3D shapes. However, the use of 2D media to evaluate 3D abilities has inherent limitations that are a threat to the validity of the instruments. We propose that emerging visualization technologies can and should be used to create updated, more accurate instruments for the assessment of 3D spatial thinking. We examine the application of advanced computer rendering, virtual and augmented reality, eye-tracking, adaptive testing, and randomized question banks, and discuss how advanced visualization technologies can dramatically improve our ability to accurately evaluate spatial abilities in STEM educational contexts.

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Authors and Affiliations

  1. Purdue University, West Lafayette, IN, 47906, USA

    Kristin A. Bartlett & Jorge D. Camba

Authors
  1. Kristin A. Bartlett
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  2. Jorge D. Camba
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Correspondence to Jorge D. Camba .

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Editors and Affiliations

  1. Department of Multimedia and Graphic Art, Cyprus University of Technology, Limassol, Cyprus

    Panayiotis Zaphiris

  2. Research Center on Interactive Media, Smart Systems and Emerging Technologies (CYENS), Cyprus University of Technology, Limassol, Cyprus

    Andri Ioannou

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Bartlett, K.A., Camba, J.D. (2022). An Argument for Visualization Technologies in Spatial Skills Assessment. In: Zaphiris, P., Ioannou, A. (eds) Learning and Collaboration Technologies. Designing the Learner and Teacher Experience. HCII 2022. Lecture Notes in Computer Science, vol 13328. Springer, Cham. https://doi.org/10.1007/978-3-031-05657-4_3

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  • DOI: https://doi.org/10.1007/978-3-031-05657-4_3

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-031-05656-7

  • Online ISBN: 978-3-031-05657-4

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