Evaluation of Spatial Perspective Taking Skills using a Digital Game with Different Levels of Immersion
DOI:
https://doi.org/10.17083/ijsg.v4i3.178Keywords:
Spatial Perspective Taking, Virtual Reality, Immersion, Spatial ReasoningAbstract
The present paper presents the results of an experiment aimed at assessing the impact of different levels of immersion on performance in a Spatial Perspective Taking (SPT) task. Since SPT is an embodied skill, the hypothesis was that the more immersive a tool is, the better the performance should be. Ninety-eight students from a local primary school have played with three different versions of a game: (i) completely immersive with a Head Mounted Display, (ii) semi immersive on a computer screen and (iii) non-immersive where no movements were possible for the player. Results showed that in the immersive versions of the game, players obtained higher scores than in the non-immersive version, suggesting that an immersive tool can better support performance in a SPT task.
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[2] Rocard, M. (2007). Science Education Now: A Renewed Pedagogy for the Future of Europe (pp. 20). Brussel: High Level Group on Science Education, Directorate General for Research. Science, Economy and Science, European Commission.
[3] Sinclair, N., & Bruce, C. D. (2015). New opportunities in geometry education at the primary school. ZDM, 47(3), 319-329.
[4] Newcombe, N. S. (2010). Picture this: Increasing math and science learning by improving spatial thinking. American Educator, 34(2), 29.
[5] Uttal, D. H., Meadow, N. G., Tipton, E., Hand, L. L., Alden, A. R., Warren, C., & Newcombe, N. S. (2013), The malleability of spatial skills: a meta-analysis of training studies. Psychological bulletin, 139(2), 352.
[6] Hainey, T., Connolly, T., Stansfield, M., & Boyle, L. (2011). The use of computer games in education: A review of the literature. Handbook of research on improving learning and motivation through educational games: Multidisciplinary approaches, 29-50.
[7] De Aguilera, M., & Mendiz, A. (2003). Video games and education: (Education in the Face of a “Parallel School”). Computers in Entertainment (CIE), 1(1), 1.
[8] Gee, J. P. (2003). What video games have to teach us about learning and literacy. Computers in Entertainment (CIE), 1(1), 20-20.
[9] Bransford, J., Brown, A., & Cocking, R. (2000). How people learn: brain, mind, experience, and school. Washington DC: National Academy Press.
[10] Prensky, M. (2003). Digital game-based learning. Computers in Entertainment (CIE), 1(1), 21-21.
[11] Silveira, I. F., de Araujo Jr, C. F., da Veiga, J. S., Bezerra, L. N. M., & Kasperavicius, L. C. C. (2011). Building computer games as effective learning tools for digital natives–and similars. Issues in Informing Science & Information Technology, 8, 77-93.
[12] Whitton, N. (2010). Learning with digital games. A practical guide to engaging students in higher education. New York, NY: Routledge.
[13] Amory, A., Naicker, K., Vincent, J., & Adams, C. (1999). The use of computer games as an educational tool: identification of appropriate game types and game elements. British Journal of Educational Technology, 30(4), 311-321.
[14] Whitebread, D. (1997). Developing children’s problem-solving: the educational uses of adventure games. Information technology and authentic learning. London: Routledge, 13-37.
[15] Bottino, R. M., & Ott, M. (2006). Mind games, reasoning skills, and the primary school curriculum. Learning Media and Technology, 31(4), 359.
[16] Bottino, R. M., Ott, M., & Tavella, M. (2013, January). Investigating the relationship between school performance and the abilities to play mind games. In European Conference on Games Based Learning (p. 62). Academic Conferences International Limited.
[17] Bottino, R. M., Ferlino, L., Ott, M., & Tavella, M. (2007). Developing strategic and reasoning abilities with computer games at primary school level. Computers & Education, 49(4), 1272-1286.
[18] Freina, L., Bottino, R., Tavella, M., & Dagnino, F. (2016). Immersion’s Impact on Performance in a Spatial Reasoning Task. In Games and Learning Alliance (pp. 211-220). Springer International Publishing.
[19] Nichols, S., Haldane, C., & Wilson, J. R. (2000). Measurement of presence and its consequences in virtual environments. International Journal of Human-Computer Studies, 52(3), 471-491.
[20] Dalgarno, B., & Lee, M. J. (2010). What are the learning affordances of 3?D virtual environments?. British Journal of Educational Technology, 41(1), 10-32.
[21] Rose, F. D., Attree, E. A., Brooks, B. M., Parslow, D. M., & Penn, P. R. (2000). Training in virtual environments: transfer to real world tasks and equivalence to real task training. Ergonomics, 43(4), 494-511.
[22] Newcombe, N. S., & Frick, A. (2010). Early education for spatial intelligence: Why, what, and how. Mind, Brain, and Education, 4(3), 102-111.
[23] Kessler, K., & Rutherford, H. (2010). The two forms of visuo-spatial perspective taking are differently embodied and subserve different spatial prepositions. Embodied and grounded cognition, 108.
[24] Retz-Schmidt, G. (1988). Various views on spatial prepositions. AI magazine, 9(2), 95.
[25] Surtees, A. D. R., Apperly, I. A., & Samson, D. (2013). The use of embodied self-rotation for visual and spatial perspective-taking. Frontiers in human neuroscience, 7, 698, doi:10.3389/fnhum.2013.00698.
[26] Piaget, J., and Inhelder, B. (1956). The Child’s Conception of Space, Trans. F. J. Langdon and J. L. Lunzer. London: Routledge and Kegan Paul.
[27] Newcombe, N. (1989). The development of spatial perspective taking. Advances in child development and behavior, 22, 203-247.
[28] Meyer, M. L., Salimpoor, V. N., Wu, S. S., Geary, D. C., & Menon, V. (2010). Differential contribution of specific working memory components to mathematics achievement in 2nd and 3rd graders. Learning and Individual Differences, 20(2), 101-109.
[29] Freina, L., & Canessa, A. (2015, September). Immersive vs desktop virtual reality in game based learning. In ECGBL2015-9th European Conference on Games Based Learning: ECGBL2015 (Vol. 195). Academic Conferences and publishing limited.
[30] Bottino, R. M., Ott, M., & Tavella, M. (2013). Scaffolding pedagogical planning and the design of learning activities: An on-line system. Governance, Communication, and Innovation in a Knowledge Intensive Society, 222.
[31] Inagaki, H., Meguro, K., Shimada, M., Ishizaki, J., Okuzumi, H., & Yamadori, A. (2002). Discrepancy between mental rotation and perspective-taking abilities in normal aging assessed by Piaget's three-mountain task. Journal of Clinical and Experimental Neuropsychology, 24(1), 18-25.
[32] Tversky, B., & Hard, B. M. (2009). Embodied and disembodied cognition: Spatial perspective-taking. Cognition, 110(1), 124-129.
[33] Desai, P. R., Desai, P. N., Ajmera, K. D., & Mehta, K. (2014). A Review Paper on Oculus Rift-A Virtual Reality Headset. International Journal of Engineering Trends and Technology (IJETT), 13(4), 175-179.
[34] Frick, A., Möhring, W., & Newcombe, N. S. (2014). Picturing perspectives: development of perspective-taking abilities in 4-to 8-year-olds. Frontiers in psychology, 5, 386.
[35] Slater, M., Usoh, M., & Steed, A. (1994). Depth of presence in virtual environments. Presence: Teleoperators & Virtual Environments, 3(2), 130-144.
[36] Gibbons, R. D., Hedeker, D., and DuToit, S. (2010). Advances in analysis of longitudinal data. Annu. Rev. Clin. Psychol. 6, 79–107. doi:10.1146/annurev.clinpsy.032408.153550.
[37] Bates, D., Maechler, M., Bolker, B., & Walker, S. (2014). lme4: Linear mixed-effects models using Eigen and S4. R package version, 1(7). Available at: http://cran.r-project.org/package=lme4; 2014.
[38] Kuznetsova, A., Brockhoff, P. B., & Christensen, R. B. (2014). lmerTest: Tests in Linear Mixed Effects Models. R package version 2.0–20. Available at: http://cran.r-project.org/package=lmerTest.
[39] Tremblay, A., and Ransijn, J. (2014). LMERConvenienceFunctions: A suite of functions to back-fit fixed effects and forward-fit random effects, as well as other miscellaneous functions. R package version 2.5. Available at: http://cran.r-project.org/package= LMERConvenienceFunctions.
[40] Epley, N., Morewedge, C. K., & Keysar, B. (2004). Perspective taking in children and adults: Equivalent egocentrism but differential correction. Journal of Experimental Social Psychology, 40(6), 760-768.
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2017-09-25
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Evaluation of Spatial Perspective Taking Skills using a Digital Game with Different Levels of Immersion. (2017). International Journal of Serious Games, 4(3). https://doi.org/10.17083/ijsg.v4i3.178
