Browsing by Author "Piri, Z."

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3-D Mental Rotation Ability Testing with Mixed Reality
(2023.01.01) Piri, Z.; Cagiltay, K.
Mental Rotation ability is a key skill for success in many careers. Thus, accurate measurement of this ability is important. Three-dimensional holographic displays can help students process mental rotation stimuli easier and demonstrate their real performances without the limitations of two-dimensional representations. There are few studies measuring mental rotation ability in Mixed Reality environments. In this study, we transferred a mental rotation test, Purdue Spatial Visualization Test: Rotations (PSVT:R), into Mixed Reality. We compared the 2-D and 3-D versions of the test in terms of mental rotation performance and cognitive load with 47 participants. While the accuracy of 2-D and 3-D PSVT:R did not differ significantly, the 3-D test induced a lower cognitive load than the 2-D version. Gender difference was observed in the 2-D test but not in the 3-D test. 3-D PSVT:R is an authentic and reliable tool for measuring spatial ability. Moreover, it can be used for training purposes.
Enhancing Cognitive Fit: Exploring the Potential of Mixed Reality for Developing Mental Rotation Skills
(2024.01.01) Piri, Z.; Kaplan, G.; Cagiltay, K.
Mixed Reality is a promising venue for spatial ability training, allowing participants to engage in problem-solving through gesture-based interactions with holographic objects. 3-D measurement of learning in Mixed Reality environments may result in a better cognitive fit than 2-D. This mixed-method study measures and enhances mental rotation ability and investigates user experience in Mixed Reality. To assess mental rotation ability, we adapted the Purdue Spatial Visualization Test:Rotation for Microsoft HoloLens 2, creating a measurement tool for our Mixed Reality-based training program, Holomental. Comparing 2-D and 3-D tests, we explored how stimulus dimensionality influences accuracy and cognitive load. Our findings indicate that Holomental enhances mental rotation performance, both in 2-D and 3-D. Cognitive load in the 3-D test was lower than in the 2-D test. Semi-structured interviews revealed participants' appreciation for the representational and interactional affordances of the training environment. This study provides valuable insights into the effectiveness of 3-D spatial training, with implications and suggestions for future design considerations.