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Empowering Student Learning in the Geologic Sciences with Three Dimensional Interactive
Animation and Low Cost Virtual Reality
Laura Marie Leventhal, Computer Science Dale Klopfer, PsychologyGuy Zimmerman, Computer ScienceCharlie Onasch, Geology
NMSU - May 2, 2008Leventhal, Klopfer, Onasch,
Zimmerman
Overview
Research in context Spatial cognition Use of 3DIA tools for
Standard task Profile task
Summary
Leventhal
What Can I Say
I am not a geoscientist or chemist Area HCI
Research focuses• Spatial cognition (perception, wayfinding)• Underrepresented groups
Our team CS, HCI, Psychology, Geology
Leventhal
Geoscience Learning and Innovative Representations
Our premise Student understanding of concepts thought
to involve processing of spatial information • Can be improved using three dimensional
animation and interactive animation tools• Especially for those students with lower spatial
ability
Tools should be useful in large or small size lab sections
Leventhal
Evidence Research
Multimedia learning Geoscience education Spatial perception HCI
Interesting results Benefits, especially to persons of low SA
• Dual presentations• Highly interactive
• Interactive control• Interactive manipulation
Leventhal
Pitfalls?
Ha ha – I am an HCI person so here it is Designing for problem (user, task)
• Tempting to build latest technology without data support
• Might be a good projects but poor task match Design of usable systems is difficult Evaluation is difficult
• Determining causality in a complex environment
NMSU - May 2, 2008Leventhal, Klopfer, Onasch,
Zimmerman
Spatial Cognition
Why do we care about spatial perception and spatial cognition? Much of human functioning is tied to
processing of spatial information Spatial cognition is “old” by evolutionary
standards
NMSU - May 2, 2008Leventhal, Klopfer, Onasch,
Zimmerman
Spatial Cognition and STEM Education
Why do we care about spatial cognition in STEM education? Many tasks require the processing of spatial
information Reported in many areas of science, including
chemistry Learners with low spatial skills may be
systematically disadvantaged People show vast individual differences
Gender does not predict these differences uniformly
NMSU - May 2, 2008Leventhal, Klopfer, Onasch,
Zimmerman
Spatial Cognition and Visual Computerized Presentations
Why do we care about spatial cognition in HCI? There are similar patterns of behaviors
between functioning in the real world and in computerized presentations
• Visualization• Wayfinding and navigation• Information preferences
NMSU - May 2, 2008Leventhal, Klopfer, Onasch,
Zimmerman
What is “Spatial Ability”
Generally refers to skill in representing, transforming, generating, and recalling symbolic, nonlinguistic information Involves multiple processes No clear agreement what the cognitive
processes are
NMSU - May 2, 2008Leventhal, Klopfer, Onasch,
Zimmerman
Some correlates of SA include…
Mental rotation Ability to rotate a 2D or 3D object accurately and
rapidly
Spatial Visualization the ability to manipulate visual patterns without
regard to speed of task solution
Measured via standardized psychometric tests
NMSU - May 2, 2008Leventhal, Klopfer, Onasch,
Zimmerman
Our Focus 3D Interactive Animations (3DIA) 3DIA =
3DMA 3DCA
3DIA??? How does 3DIA impact performance on tasks
that involve Mental rotations Visualization
Structure of research Develop/test a 3DIA tool that allows “Lows” to
improve performance on standardized test? Develop/test 3DIA tool that improves performance of
“Lows” on geologic problem solving task
NMSU - May 2, 2008Leventhal, Klopfer, Onasch,
Zimmerman
NMSU - May 2, 2008Leventhal, Klopfer, Onasch,
Zimmerman
Standard Task Involving Mental Rotation
Cube Comparison Task - CCT Task is to determine if the two cubes could be the
same Complexity of rotation can be varied Can discriminate between “lows” and “highs” relative
to mental rotation
NMSU - May 2, 2008Leventhal, Klopfer, Onasch,
Zimmerman
Our Research - Cube Comparison Task
Subjects can manipulate cube in 3D with tool
NMSU - May 2, 2008Leventhal, Klopfer, Onasch,
Zimmerman
Summary of Findings from 3DIA CCT studies HCI result of interest
The interactive rotational tool moderates ability differences and differences due to stimulus complexity in reaction time.
Similar to paper and pencil Lower spatial ability subjects do worse than
higher ability subjects Lower spatial ability subjects do differentially
better with more complex stimuli.
NMSU - May 2, 2008Leventhal, Klopfer, Onasch,
Zimmerman
Why Care about 3DIA CCT? Spatial skills needed in the CCT similar to those
used in other tasks Generation of a profile from a topographic map
Taught in many geoscience curriculae Earlier studies suggest that
Task differentially more difficult with increasing stimulus complexity
Task differentially more difficult for lower spatial ability subjects
NMSU - May 2, 2008Leventhal, Klopfer, Onasch,
Zimmerman
A topographic map
NMSU - May 2, 2008Leventhal, Klopfer, Onasch,
Zimmerman
The profile task: determine the elevations changes along the path
A
B
A
B
Map with profile line
Resulting profile
NMSU - May 2, 2008Leventhal, Klopfer, Onasch,
Zimmerman
3DIA and Profile Task
Can a 3DIA tool help?• Higher complexity problems• Low ability subjects
NMSU - May 2, 2008Leventhal, Klopfer, Onasch,
Zimmerman
Software for Studies
Integrated web site Section 508 certified Accesssible by NDSL Available at SERC
http://voyager.cs.bgsu.edu/topo
Demonstration of training software for studies
NMSU - May 2, 2008Leventhal, Klopfer, Onasch,
Zimmerman
NMSU - May 2, 2008Leventhal, Klopfer, Onasch,
Zimmerman
Lab Study Experimental Design IVs
Spatial ability Presence/absence of 3DIA tool 3 levels of problem complexity 1st 1/2 vs. 2nd 1/2 of trials
DVs Accuracy Reaction Time and number of slices rotated Performance with real topo maps Strategy
NMSU - May 2, 2008Leventhal, Klopfer, Onasch,
Zimmerman
Study 2 Accuracy ResultsAccuracy Study 2
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
0.9
1
1 2 3
Problem Type
% Correct
Day 1 High No Rotate
Day 1 High Rotate
Day 1 Low No Rotate
Day 1 Low Rotate
Day 3 High No Rotate
Day 3 High Rotate
Day 3 Low No Rotate
Day 3 Low Rotate
NMSU - May 2, 2008Leventhal, Klopfer, Onasch,
Zimmerman
Study 2 Results Number of Slice Events
n of slice events, rotaters only
0
1
2
3
4
5
6
pType 1 pType 2 pType 3
Problem Type
Avg # of slice events
half 1 high rotatehalf 1 low rotatehalf 2 high rotatehalf 2 low rotate
NMSU - May 2, 2008Leventhal, Klopfer, Onasch,
Zimmerman
Study 2 Topo Test Results Accuracy for Naturalistic Test
Significant improvement on the second 1/2 of the test items
Significant interaction between tool availability and half of test.
• Non-rotaters were better the first 1/2 but rotaters were better the second 1/2
NMSU - May 2, 2008Leventhal, Klopfer, Onasch,
Zimmerman
What Does this Mean? 3DIA tool improves accuracy.
Differential for low spatial ability subjects on more difficult problems
Tool use drops in second 1/2 of task but accuracy does not
• Subjects may have learned how to do task via tool
Other findings Validated that problem complexity influences
performance Validated that spatial ability influences performance
NMSU - May 2, 2008Leventhal, Klopfer, Onasch,
Zimmerman
What is Next? Ran approximately 80 Geology 104 students
through task plus 3DIA tutorial Evaluating data
Building Additional component for learning about building
profiles with tablet pc Website dissemination with 3DIA tutorial and
integrated feedback 3DIA Tools for other geoscience problems
• Visualization of substrata structure
NMSU - May 2, 2008Leventhal, Klopfer, Onasch,
Zimmerman
Thanks to…
CERMACSThis work was supported by funding from
National Science Foundation(Award ID 0536739)
Bowling Green State UniversityFaculty Research CommitteeDepartment of Computer ScienceDepartment of PsychologyDepartment of GeologyCollege of Arts and SciencesOffice of Undergraduate Research
NMSU - May 2, 2008Leventhal, Klopfer, Onasch,
Zimmerman
NMSU - May 2, 2008Leventhal, Klopfer, Onasch,
Zimmerman
Identity Test The Identity test requires individuals to
discriminate objects of similar shapes with similar features. Consists of two 90 second blocks with 48 trials in
each block. Does not require mental manipulations of the
images.
NMSU - May 2, 2008Leventhal, Klopfer, Onasch,
Zimmerman
Cards Test The Cards test requires individuals to mentally
rotate an object to see if it matches another object or not. Consisted of two 180 second blocks with 80 trials in
each block. (Image below has 8 trials) Does not require identification of the object. Objects are 2D
NMSU - May 2, 2008Leventhal, Klopfer, Onasch,
Zimmerman
Paper Folding Test The Paper Folding test requires that an
individual both manipulate the initial object and then mentally undo the manipulation to it. Consisted of two 180 second blocks with 10 trials in
each block.
NMSU - May 2, 2008Leventhal, Klopfer, Onasch,
Zimmerman
Further variations of Study 2 - Geology Pilot Sp 07 1/2 of students in conventional lab experience. 1/2 of students
saw powerpoint tutorial with chimes added 1 added slide demonstrating by animation the process of
building a topo map from a 3D surface (by filling or by painting) completed profile matching task from Study 2 all rotaters x participants
All students completed Topo Test on paper and pencil
NMSU - May 2, 2008Leventhal, Klopfer, Onasch,
Zimmerman
Further variations of Study 2 - Geology Pilot Su 07 (1) 1/2 of students in conventional lab experience 1/2 of students
saw web-based version of tutorial with no sound 1 added slide demonstrating by animation the process of building a
topo map from a 3D surface (by painting) 1 added slide with 3DIA painting demonstration 2 added slides showing the relationship between a 3D surface and a
topographic map by increasing levels of detail in the topographic map completed profile matching task from Study 2; all rotaters 9 participants
NMSU - May 2, 2008Leventhal, Klopfer, Onasch,
Zimmerman
Further variations of Study 2 - Geology Pilot Su 07 (2) All students completed an extended Topo Test on paper
and pencil Extended Topo test included profile matching task and topo -
3D surface matching trials Given in a pre/post test format. Short overview of topographic
maps provided for pre test Pre test given before web-based tutorial
All students completed a background questionnaire
NMSU - May 2, 2008Leventhal, Klopfer, Onasch,
Zimmerman
Summer Geology 104 Pilot
No measure of SA All rotaters Tutorial with 3DIA, increasing detail topo
to 3D surface presentation Pretest before profile task Pilot test of background questionnaire
NMSU - May 2, 2008Leventhal, Klopfer, Onasch,
Zimmerman
Summer Geo Pilot Results (1)
Acc Significant effect of pType
RT Significant effect of half, pType
n of Slice Events almost significant effect of half, significant
effect of pType
NMSU - May 2, 2008Leventhal, Klopfer, Onasch,
Zimmerman
Summer Geo Results (2)
TopoTest tool use group slightly better but result is not
significant Have not yet looked at correlations of
DVs with background data Conclude
Pattern of results similar to Study 2
NMSU - May 2, 2008Leventhal, Klopfer, Onasch,
Zimmerman
Compare Summer to Study 2ACC Summer vs Study 2
0
0.2
0.4
0.6
0.8
1
1.2
pType 1 pType 2 pType 3
Problem Type
% Correct
half 1 summerhalf 1 Study 2half 2 summerhalf 2 Study 2 RT Summer vs Study 2
0
10
20
30
40
50
60
pType 1 pType 2 pType 3
Problem Type
RT (seconds)
half 1 summerhalf 1 Study 2half 2 summerhalf 2 Study 2n of Slice Events Summer vs Study 2
0
1
2
3
4
5
6
7
8
pType 1 pType 2 pType 3
Problem Type
n of Slice Events
half 1 summerhalf 1 Study 2half 2 summerhalf 2 Study 2
NMSU - May 2, 2008Leventhal, Klopfer, Onasch,
Zimmerman
Compare Study 2 to Summer Geo Main Effects Acc
pType experiment (Study 2
vs. Summer Geo)
Main Effects RT half, pType
Main Effects, n of slce half, pType
Interactions Acc half x pType x expType
Interactions RT half x expType half x pType half x pType x expType
Interactions n of slice half x expType
NMSU - May 2, 2008Leventhal, Klopfer, Onasch,
Zimmerman
Interpret Summer Geo vs. Study 2 Accuracy of Summer higher, differential
improvement by problem type RT of Summer faster, all faster second half,
differential drop by problem type Summer used tool much more in first half than
Study 2 and much less than Study 2 in second 1/2
Influence of SA not known
NMSU - May 2, 2008Leventhal, Klopfer, Onasch,
Zimmerman
Role of New Tutorial In general Summer Geo students did better on the task
and more effectively used the tool, especially in the second 1/2 of the trials
This is given that there were some low SAs in the Summer Geo Pilot group we think
Conclude that even with the layout problems in the tutorial materials and some timing glitches, the changes and additions to the tutorial make it more effective