Ken Sutton

Measuring 3-D understanding on the Web and in the laboratory

We describe the ongoing development of a psychometric test to measure understanding of three-dimensional (3-D) concepts represented in drawings. The test consists of five subtests requiring participants to complete timed choice tasks previously used in experimental investigations of 3-D understanding, and a new subtest based on the idea of true length. We examined performance in terms of accuracy and response time using both laboratory- and Web-based methods of delivery. Reliability coefficients were high for both methods (.90 and .96, respectively, for accuracy, and .87 and .95, respectively, for response time measures), but Web-based participants produced consistently lower overall scores. Issues regarding the deployment of, and recruitment for, complex Web-based experimental tasks, and factors affecting comparisons between Web and laboratory results, such as the presence of an experimenter, and interface and sample differences, are discussed.

Improving player spatial abilities for 3D challenges

In this paper, we describe the development of tutorial levels for navigation challenges requiring a 3D mini-map. Navigation in 3D game worlds is a common challenge for players, and it often forms a significant part of the game play in RPG and Adventure games. Navigation of the game world is typically supported by a mini-map which provides a 2D, top-down view of the game world. This mini-map might also display the position of key landmarks along with the position of the players avatar and any other relevant actors in the game. In contrast to these 2D min-maps we have been developing a 3D mini-map to support game play that requires navigation in a 3D world. However, even understanding connectivity and structure in a simple 3D mini-map requires the player possess some complex abilities in terms of mental rotation and translation between 3D and 2D. Acquiring these skills is fortunately well studied in psychology and we draw on outcomes from this field to develop progressive challenges that can act as tutorial levels for players. The intention is to allow players to gradually learn how to interpret the 3D mini-map before advancing to more difficult levels in the game. This work encompasses two important aspects. First it draws on findings from cognitive psychology to support the design of spatial challenges in computer games and secondly it considers how computer games can be used in an educational capacity to help improve spatial abilities.

University entry score: Is it a consideration for spatial performance in architecture design students?

Purpose The purpose of this paper is to provide an insight into the relationship between students’ spatial ability and their university entrance score (Australian Tertiary Admissions Rank [ATAR]). The ATAR provides entry into university studies but does not necessary provide a good measure of students’ spatial skills. Spatial abilities are fundamental to success in many design courses. This paper aims to show whether the ATAR is a good predictor of spatial skills and considers the implications of this. Design/methodology/approach Students entering university design courses in architecture were tested three times during their first year using a three-dimensional (3D) Ability Test (3DAT), an online psychometric test of 3D spatial ability. The students’ results in 3DAT were then compared to students’ ATAR scores using a Pearson’s correlation test were also conducted to assess the relationship between ATAR and spatial performance. Findings There was no correlation between ATAR and spatial performance. Therefore, there was no relationship between an individual’s ATAR and their spatial performance upon entering university. Research limitations/implications Participants were required to select their ATAR from ranges, i.e. 71-80, 81-90 and 91-100, which meant their exact ATAR was not recorded. This meant that the participants were clustered, making it difficult to establish a linear relationship that was a true reflection of the population. Practical implications Initiatives to support students entering design courses may be necessary to compensate for the range of spatial skills students possess when entering university because of their school experiences. Social implications Individuals who have strong spatial skills are able to perform spatial problems faster and more efficiently than those with weak spatial skills. High spatial performance has been shown relate to performance in areas such as mathematics science technology and design. Originality/value This paper fulfils the need to better understand the diversity of spatial abilities students have on entering design courses.