Background Spatial ability is an unique type of intelligence;it can be distinguished from other forms of intelligence and plays an essential role in an individual's success in many academic fields,particular in th...Background Spatial ability is an unique type of intelligence;it can be distinguished from other forms of intelligence and plays an essential role in an individual's success in many academic fields,particular in this era of technology.Instruction-assisted 3D technology can display stereo graphics and promote students'understanding of the geometrical structure and characteristics of graphics.Spatial ability includes several aspects.Few software programs are available for training different aspects of spatial ability for senior high school students.This study aims to explore an effective method for training the spatial ability for senior high school students,and to promote the development of students'independent inquiry ability.Methods First,an inquiry design strategy to improve the spatial ability of students is proposed.Based on this strategy,unity3D was used to develop a 3D inquiry environment that can use leap motion to complete a gesture interaction.Finally,researchers carried out experience-based activities and issued user experience questionnaires to participants to verify the application effect of the spatial ability inquiry environment and used interviews to understand the user experience of participants exploring the leap motion device in a 3D inquiry environment.Results 32 learners participated in the experiment.learners have a high score for perceived usefulness and willingness to use.Compared with the perceived ease of use and perceived usefulness,the average score of the application effect is relatively low.In terms of willingness to use,most of the learners expressed their willingness to use a similar inquiry environment for spatial ability training in the future.Conclusions The spatial ability inquiry environment can help learners better understand different concepts.The users showed a strong willingness to continue using the device.The device also updates the teaching concept to a certain extent and emphasizes the dominant position of a student.展开更多
In the few years since the Kangaroo Contest arrived in Israel, we have discovered that all the winners in grades 2-6 succeeded in spatial abilities （SA）-oriented tasks. In this study, we investigate a potential rela...In the few years since the Kangaroo Contest arrived in Israel, we have discovered that all the winners in grades 2-6 succeeded in spatial abilities （SA）-oriented tasks. In this study, we investigate a potential relationship between spatial abilities and mathematical performance （focusing on non-standard problems） in mathematically-motivated students （MMS） who participated in the Kangaroo Contest. We also sought to ascertain whether the correlation between scores of SA tasks and the rest [of the] non-standard problems （RNSP） in the contest is age-dependent. A strong correlation between SA tasks and mathematical performance, together with well-known malleable spatial abilities can lead us to the conclusion that the development of spatial abilities in early childhood is necessary as a predictor of later mathematics achievement. This issue is important for students at all levels and especially for MMS, some of whom will later become mathematically promising students.展开更多
Rhesus monkey neural stem cells are capable of differentiating into neurons and glial cells. Therefore, neural stem cell transplantation can be used to promote functional recovery of the nervous system. Rhesus monkey ...Rhesus monkey neural stem cells are capable of differentiating into neurons and glial cells. Therefore, neural stem cell transplantation can be used to promote functional recovery of the nervous system. Rhesus monkey neural stem cells （1 ×10^5 cells/μL） were injected into bilateral hippocampi of rats with hippocampal lesions. Confocal laser scanning microscopy demonstrated that green fluorescent protein-la- beled transplanted cells survived and grew well. Transplanted cells were detected at the lesion site, but also in the nerve fiber-rich region of the cerebral cortex and corpus callosum. Some transplanted cells differentiated into neurons and glial cells clustering along the ventricular wall, and integrated into the recipient brain. Behavioral tests revealed that spatial learning and memory ability improved, indicating that rhesus monkey neural stem cells noticeably improve spatial learning and memory abilities in rats with hippocampal lesions.展开更多
Three-dimensional geovisualizations are currently pushed both by technological development and by the demands of experts in various applied areas.In the presented empirical study,we compared the features of real 3D(st...Three-dimensional geovisualizations are currently pushed both by technological development and by the demands of experts in various applied areas.In the presented empirical study,we compared the features of real 3D(stereoscopic)versus pseudo 3D(monoscopic)geovisualizations in static and interactive digital elevation models.We tested 39 high-school students in their ability to identify the correct terrain profile from digital elevation models.Students’performance was recorded and further analysed with respect to their spatial abilities,which were measured by a psychological mental rotation test and think aloud protocol.The results of the study indicated that the influence of the type of 3D visualization(monoscopic/stereoscopic)on the performance of the users is not clear,the level of navigational interactivity has significant influence on the usability of a particular 3D visualization,and finally no influences of the spatial abilities on the performance of the user within the 3D environment were identified.展开更多
Despite the educational importance of visual communication skills in spatial design education,the patterns and characteristics of students'image recognition,as well as the underlying mechanisms and influencing fac...Despite the educational importance of visual communication skills in spatial design education,the patterns and characteristics of students'image recognition,as well as the underlying mechanisms and influencing factors,remain unknown.This study employs objective measurement through eye-tracking to investigate students'image recognition patterns in response to a range of spatial problems,including those speciflc to landscape architecture based on designers'plans and perspectives,as well as their overall learning capacity.The research compares eye movements as Landscape Architecture students explore different learning materials,considering spatial scale,dimensions,and degree of detail.Additionally,influential factors such as problem difflculty and students'ability levels are examined.Results reveal that students experience signiflcantly less visual attention pressure in Landscape Architecture-speciflc Spatial Ability tests,suggesting that those at a rudimentary level easily access and accept spatial learning materials in this domain due to visual coherency and real-world spatial familiarity.Furthermore,spatial scale emerges as a signiflcant factor affecting recognition patterns,indicating higher levels of visual attention required for largescale spatial design drawings.The flndings suggest that neurophysiological data,such as eye-tracking,is effective in understanding students'challenges and mental pressures in learning visual communication skills in Landscape Architecture education.This study's insights may assist Landscape Architecture educators in developing design studio projects and assignments that align with students'cognitive characteristics in image recognition.展开更多
基金the National Key Research and Development Program of China(2018YFB1004903)the Key Discipline Cultivation Program of Zhejiang Province(18JYXK018).
文摘Background Spatial ability is an unique type of intelligence;it can be distinguished from other forms of intelligence and plays an essential role in an individual's success in many academic fields,particular in this era of technology.Instruction-assisted 3D technology can display stereo graphics and promote students'understanding of the geometrical structure and characteristics of graphics.Spatial ability includes several aspects.Few software programs are available for training different aspects of spatial ability for senior high school students.This study aims to explore an effective method for training the spatial ability for senior high school students,and to promote the development of students'independent inquiry ability.Methods First,an inquiry design strategy to improve the spatial ability of students is proposed.Based on this strategy,unity3D was used to develop a 3D inquiry environment that can use leap motion to complete a gesture interaction.Finally,researchers carried out experience-based activities and issued user experience questionnaires to participants to verify the application effect of the spatial ability inquiry environment and used interviews to understand the user experience of participants exploring the leap motion device in a 3D inquiry environment.Results 32 learners participated in the experiment.learners have a high score for perceived usefulness and willingness to use.Compared with the perceived ease of use and perceived usefulness,the average score of the application effect is relatively low.In terms of willingness to use,most of the learners expressed their willingness to use a similar inquiry environment for spatial ability training in the future.Conclusions The spatial ability inquiry environment can help learners better understand different concepts.The users showed a strong willingness to continue using the device.The device also updates the teaching concept to a certain extent and emphasizes the dominant position of a student.
文摘In the few years since the Kangaroo Contest arrived in Israel, we have discovered that all the winners in grades 2-6 succeeded in spatial abilities （SA）-oriented tasks. In this study, we investigate a potential relationship between spatial abilities and mathematical performance （focusing on non-standard problems） in mathematically-motivated students （MMS） who participated in the Kangaroo Contest. We also sought to ascertain whether the correlation between scores of SA tasks and the rest [of the] non-standard problems （RNSP） in the contest is age-dependent. A strong correlation between SA tasks and mathematical performance, together with well-known malleable spatial abilities can lead us to the conclusion that the development of spatial abilities in early childhood is necessary as a predictor of later mathematics achievement. This issue is important for students at all levels and especially for MMS, some of whom will later become mathematically promising students.
基金supported by the National Natural Science Foundation of China,No.31571109,81460261the Chinese-Finnish Joint Project Fund,No.813111172+2 种基金a grant from the Yunnan Key Program of Science and Technology of China,No.2014FC005the Key Science and Technology Research Project Fund of Hainan Province of China,No.ZDYF2016156the National Clinical Key Subject Construction Project Fund of China
文摘Rhesus monkey neural stem cells are capable of differentiating into neurons and glial cells. Therefore, neural stem cell transplantation can be used to promote functional recovery of the nervous system. Rhesus monkey neural stem cells （1 ×10^5 cells/μL） were injected into bilateral hippocampi of rats with hippocampal lesions. Confocal laser scanning microscopy demonstrated that green fluorescent protein-la- beled transplanted cells survived and grew well. Transplanted cells were detected at the lesion site, but also in the nerve fiber-rich region of the cerebral cortex and corpus callosum. Some transplanted cells differentiated into neurons and glial cells clustering along the ventricular wall, and integrated into the recipient brain. Behavioral tests revealed that spatial learning and memory ability improved, indicating that rhesus monkey neural stem cells noticeably improve spatial learning and memory abilities in rats with hippocampal lesions.
基金This research was funded by projects‘Influence of cartographic visualization methods on the success of solving practical and educational spatial tasks’[grant number MUNI/M/0846/2015]‘Integrated research on environmental changes in the landscape sphere of Earth II’[grant number MUNI/A/1419/2016],both awarded by Masaryk University,Czech Republic.
文摘Three-dimensional geovisualizations are currently pushed both by technological development and by the demands of experts in various applied areas.In the presented empirical study,we compared the features of real 3D(stereoscopic)versus pseudo 3D(monoscopic)geovisualizations in static and interactive digital elevation models.We tested 39 high-school students in their ability to identify the correct terrain profile from digital elevation models.Students’performance was recorded and further analysed with respect to their spatial abilities,which were measured by a psychological mental rotation test and think aloud protocol.The results of the study indicated that the influence of the type of 3D visualization(monoscopic/stereoscopic)on the performance of the users is not clear,the level of navigational interactivity has significant influence on the usability of a particular 3D visualization,and finally no influences of the spatial abilities on the performance of the user within the 3D environment were identified.
文摘Despite the educational importance of visual communication skills in spatial design education,the patterns and characteristics of students'image recognition,as well as the underlying mechanisms and influencing factors,remain unknown.This study employs objective measurement through eye-tracking to investigate students'image recognition patterns in response to a range of spatial problems,including those speciflc to landscape architecture based on designers'plans and perspectives,as well as their overall learning capacity.The research compares eye movements as Landscape Architecture students explore different learning materials,considering spatial scale,dimensions,and degree of detail.Additionally,influential factors such as problem difflculty and students'ability levels are examined.Results reveal that students experience signiflcantly less visual attention pressure in Landscape Architecture-speciflc Spatial Ability tests,suggesting that those at a rudimentary level easily access and accept spatial learning materials in this domain due to visual coherency and real-world spatial familiarity.Furthermore,spatial scale emerges as a signiflcant factor affecting recognition patterns,indicating higher levels of visual attention required for largescale spatial design drawings.The flndings suggest that neurophysiological data,such as eye-tracking,is effective in understanding students'challenges and mental pressures in learning visual communication skills in Landscape Architecture education.This study's insights may assist Landscape Architecture educators in developing design studio projects and assignments that align with students'cognitive characteristics in image recognition.
