Graphics Reference
In-Depth Information
Learning with Computing, Computer
Graphics, and Spatial Ability
neurological, and induced by the environmental
influences. Spatial abilities were extensively
studied in the 1970s. Sociocultural influences act
in favor of developing spatial abilities in males,
e.g. by selection of toys and plays, such as Lego,
games, and wooden or metal blocks used as a
child's toy.
Variations in spatial ability can be caused by
the age-related or sex-related factors, genetic,
hormonal, neurological, and induced by the envi-
ronmental influences; some evidence indicates a
hereditary component transmitted via a sex-linked
recessive gene and the estrogen-androgen balance
necessary for development of superior spatial
skills. Right hemisphere has been considered more
specialized for spatial processing. Sociocultural
influences have been acting in favor of males,
because of selecting toys and plays such as Lego,
games, and blocks. In spite of expectations of
differences on spatial test results, there was no
difference in performance.
Training can improve spatial skills, with
mediated experience nearly as effective as active
experience (Saloman, 1979; Olson & Bialystok
1983). People see something similar to a mental
image that can be mentally rotated and changed
in form. Such mental skills are necessary to
draw orthographically. Olson and Bialystok
(1983) posed that mental representations used
for testing spatial skills require the clarifying
of the unstated information (about the object's
basic shape, size, and position), so a person must
develop a schema that uses spatial information
as a part of structured description of an object.
For simple perception of the environment, the
highest level of spatial cognition is not neces-
sary: topological relations and egocentric or
fixed frames are being used as the cues, but not
necessary the Euclidian relationships or coordi-
nated frames of reference. Karlans, Schuberhoff
and Kaplan (1969) reported high correlation
between spatial skills and creativity.
A question has been around whether the use
of computers may affect spatial abilities and is
generally beneficial for the mind. The results of
cognitive tests measuring the spatial visualization
abilities are useful in estimating user performance
in applying interfaces. Bio-interfaces allow par-
ticipation and audience interaction with art works,
design projects, and games. In contrast with pre-
vious forms of interaction - through the use of
mice, keyboards, joysticks or touch screens, and
participation by adding voice, changing position,
face expression, or gesture - bio-interfaces connect
participants' physiological and brain activities
with the therapeutic or entertainment systems, so
the participants feel and act as co-authors.
People with high spatial visualization ability
perform faster at human-computer interaction
tasks, information search and information retriev-
al. Visual navigation in a virtual reality strongly
depends on spatial ability, and so the accuracy of
sketches about a semantically organized spatial
model (Chen, 2010). Therefore, in accordance
with the Universal Design philosophy, computer
system designers are expected to compensate for
possible low spatial abilities of users by improv-
ing interfaces through creating site maps and site
previews. Some hold that gaming and program-
ming may improve spatial orientation by evoking
motivation and providing exercise with a feedback.
The improvement on spatial orientation, which
was correlated with the improvement on the video
games, evokes high motivation, provides exercise
with a feedback and improves spatial orientation.
The speed causes a non-verbal, non-analytic ap-
proach, and non-verbal sounds are processed in
the right hemisphere. Video games can enhance
such aspects of spatial ability as visual discrimina-
tion, coordination of horizontal and vertical axes,
mental manipulation, and rotation. Computer and
television imagery may be educating viewers to a
