Abstract:
The purpose of this study was to determine whether a
relationship exists between perceived realism of computer
graphic images and the ability of children to solve
spatially related problems. Experiments were performed
using 23 subjects between the ages of 8 and 11 who were
enrolled in an elementary summer school program in Novato,
California. Two different computer apparatuses were used:
computer workstations and a cyberspace system developed by
Autodesk, Inc. The workstation treatment incorporated
three booklets to instruct the subjects on how to solve
five different spatial relationship problems. The
cyberspace treatment included two scripts to guide the
subjects in solving two different spatial relationship
problems.
Four cognitive ability tests were administered to the
subjects. The dependent variable (i.e., spatially related
problem solving) was measured with the Differential
Aptitude Test. The three other measures (Minnesota Paper
Form Board Test, Mental Rotation Test, and the Torrance
Test of Creative Thinking) were used to partial out any
effects which visualization abilities and the ability to
mentally manipulate two-dimensional figures, displacement
and transformation of mental images abilities, and
creative thinking might have had on spatially related
problem solving.
It was concluded that the relationships between
perceived realism and spatially related problem solving,
and creative thinking and spatially related problem
solving are inconclusive at this time, but worthy of
further study. Furthermore, the ability to visualize and
mentally manipulate two-dimensional figures, and mentally
displace and transform three-dimensional objects are
predictors of spatially related problem solving abilities.
Finally, cyberspace is highly promising and deserves
extensive development as an instructional tool.
