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This paper reports the findings from an experimental study based on the pretest posttest research design that studied mental rotation (MR) and spatial visualization (SV) training outcomes and their impact on orthographic drawing performance. The sample of the study comprised 98 secondary school students (36 girls, 62 boys, Mage = 15.5 years, age range: 15-16 years) who were randomly assigned into two experimental groups and a control group. The first experimental group trained in an interaction-enabled condition, the second experimental group trained in an animation-enhanced condition and the control group trained using printed materials. The research instruments used were computerized versions of the Mental Rotation and Spatial Visualization tests. Data were analyzed using a Statistical Package for Social Science, SPSS version 14.0. The results reveal a significant performance gain in spatial visualization and mental rotation accuracy, but not in mental rotation speed. The training method seems to be interlinked with SV, as the interaction-enabled group outperformed the other groups. In addition, technology based training methods seem more efficient, as both experimental groups performed better than the control group in MR accuracy. Moreover, gender was a significant variable, with boys attaining differential improvement gains, as opposed to girls. The group gaining higher SV through training performed better in solving an Orthographic Drawing task, indicating that the training method is related to the application of the received mental processes, in solving the task. Additionally, this particular finding implies that the cognitive process invoked in solving an orthographic drawing may share similar process associated with spatial visualization. Implications of the research findings are also discussed in this paper. (Contains 6 tables and 1 figure.)

This paper reports the findings from an experimental study involving thirty three secondary school students (mean age = 15.5 years) in spatial visualization (SV) training through an interactive desktop virtual environment spatial trainer (iDVEST). Stratified random sampling was used to assign students into two experimental groups and one control group. The first experimental group trained in interaction-enabled DVEST (i-DVEST), the second experimental group trained in animation-enhanced DVEST (a-DVEST), and the control group received conventional training. A multi-factorial pretest posttest design procedure was used and data were analyzed using 2-way ANCOVA. Participants trained in i-DVEST made the highest improvement gain in SV, followed by those trained in a-DVEST, and the control group achieved the lowest improvement gain. In general, male participants achieved higher SV improvement gain compared to female participants. Interaction effect between method of training and gender was observed indicating that male students tended to benefit more when trained in i-DVEST, moderately in a-DVEST, and poorly in conventional method. On the other hand, female students seemed to benefit from training irrespective of the method used. (Contains 3 figures and 8 tables.)

This study investigates "how and why" students' "Uses and Gratification Expectancy" (UGE) for e-learning resources influences their "Perceived e-Learning Experience." A "Uses and Gratification Expectancy Model" (UGEM) framework is proposed to predict students' "Perceived e-Learning Experience," and their uses and gratifications for electronic media in a blended learning strategy. The study utilises a cross-sectional research design, and elicits data from secondary school students through a field survey-questionnaire. The findings suggest that there are significant relationships between five dimensions of students' UGE for e-learning resources, and their "Perceived e-Learning Experience." It is plausible that these UGE aspects of students' "communication behaviour" towards electronic media are important determinants of effective integration of the e-learning resources in school-curriculum. While this research focuses on students at secondary-school level, some elements in the UGE model may apply to students using e-learning resources at other levels of their education. This model gives researchers and educators a new tool to forecast the success of development and deployment of e-learning resources in education systems. (Contains 10 tables and 2 figures.)

This study investigates the effectiveness of computer-mediated Engineering Drawing instruction in improving spatial ability namely spatial visualisation and mental rotation. A multi factorial quasi experimental design study was employed involving a cohort of 138, 20 year old average undergraduates. Three interventional treatments were administered, namely Interactive Engineering Drawing Trainer (EDwgT), conventional instruction using printed materials enhanced with digital video clips, and conventional instruction using printed materials only. Using an experimental 3 x 2 x 2 factorial design, the research has found statistical significant improvements in spatial visualisation tasks. There appears to be no improvement in reaction times for Mental Rotation. The authors also have investigated the gender differences and the influence of prior experience of spatial ability. (Contains 2 figures and 4 tables.)

This paper reports the findings from an experimental study based on the pretest posttest research design that studied mental rotation (MR) and spatial visualization (SV) training outcomes and their impact on orthographic drawing performance. The sample of the study comprised 98 secondary school students (36 girls, 62 boys, Mage = 15.5 years, age range: 15 -16 years) who were randomly assigned into two experimental groups and a control group. The first experimental group trained in an interaction-enabled condition, the second experimental group trained in an animation-enhanced condition and the control group trained using printed materials. The research instruments used were computerized versions of the Mental Rotation and Spatial Visualization tests. Data were analyzed using a Statistical Package for Social Science, SPSS version 14.0. The results reveal a significant performance gain in spatial visualization and mental rotation accuracy, but not in mental rotation speed. The training method seems to be interlinked with SV, as the interaction-enabled group outperformed the other groups. In addition, technology based training methods seem more efficient, as both experimental groups performed better than the control group in MR accuracy. Moreover, gender was a significant variable, with boys attaining differential improvement gains, as opposed to girls. The group gaining higher SV through training performed better in solving an Orthographic Drawing task, indicating that the training method is related to the application of the received mental processes, in solving the task. Additionally, this particular finding implies that the cognitive process invoked in solving an orthographic drawing may share similar process associated with spatial visualization. Implications of the research findings are also discussed in this paper. [ABSTRACT FROM AUTHOR]

This paper reports the findings from an experimental study involving thirty three secondary school students (mean age = 15.5 years) in spatial visualization (SV) training through an interactive desktop virtual environment spatial trainer (iDVEST). Stratified random sampling was used to assign students into two experimental groups and one control group. The first experimental group trained in interaction-enabled DVEST (i-DVEST), the second experimental group trained in animation-enhanced DVEST (a-DVEST), and the control group received conventional training. A multi-factorial pretest posttest design procedure was used and data were analyzed using 2-way ANCOVA. Participants trained in i-DVEST made the highest improvement gain in SV, followed by those trained in a-DVEST, and the control group achieved the lowest improvement gain. In general, male participants achieved higher SV improvement gain compared to female participants. Interaction effect between method of training and gender was observed indicating that male students tended to benefit more when trained in i-DVEST, moderately in a-DVEST, and poorly in conventional method. On the other hand, female students seemed to benefit from training irrespective of the method used. [ABSTRACT FROM AUTHOR]

This study investigates 'how and why' students' 'Uses and Gratification Expectancy' (UGE) for e-learning resources influences their 'Perceived e-Learning Experience.' A 'Uses and Gratification Expectancy Model' (UGEM) framework is proposed to predict students' 'Perceived e-Learning Experience,' and their uses and gratifications for electronic media in a blended learning strategy. The study utilises a cross-sectional research design, and elicits data from secondary school students through a field survey-questionnaire. The findings suggest that there are significant relationships between five dimensions of students' UGE for e-learning resources, and their 'Perceived e-Learning Experience.' It is plausible that these UGE aspects of students' 'communication behaviour' towards electronic media are important determinants of effective integration of the e-learning resources in school-curriculum. While this research focuses on students at secondary-school level, some elements in the UGE model may apply to students using e-learning resources at other levels of their education. This model gives researchers and educators a new tool to forecast the success of development and deployment of e-learning resources in education systems. [ABSTRACT FROM AUTHOR]

This study investigates the effectiveness of computer-mediated Engineering Drawing instruction in improving spatial ability namely spatial visualisation and mental rotation. A multi factorial quasi experimental design study was employed involving a cohort of 138, 20 year old average undergraduates. Three interventional treatments were administered, namely Interactive Engineering Drawing Trainer (EDwgT), conventional instruction using printed materials enhanced with digital video clips, and conventional instruction using printed materials only. Using an experimental 3 x 2 x 2 factorial design, the research has found statistical significant improvements in spatial visualisation tasks. There appears to be no improvement in reaction times for Mental Rotation. The authors also have investigated the gender differences and the influence of prior experience of spatial ability. [ABSTRACT FROM AUTHOR]