РАЗВИТИЕ ПРОСТРАНСТВЕННЫХ СПОСОБНОСТЕЙ В СРЕДЕ ВИРТУАЛЬНОЙ РЕАЛЬНОСТИ

Аннотация
INTRODUCTION 4
1 Virtual reality as a psychological method 9
1.1 Historical background 9
1.2 Psychological features of virtual reality perception 14
1.3 The role of virtual reality in the development of spatial abilities 22
1.4 Mental rotation in virtual reality 28
1.4.1 The mental rotation concept and use of mental rotation in virtual reality 28
1.4.2. The theory of mental rotation 33
1.4.3 Use of the theory of mental rotation in virtual reality 39
1.4.4 Possible negative outcomes of mental rotation overuse in virtual reality and ethical
issues 42
2 Virtual reality project organization 45
2.1 The psychologist’s role in virtual reality project organization 45
2.2 Virtual reality project cycles 46
2.3 Mental rotation VR game developing processes 49
3 Materials and methods 55
3.1 Research methods 56
3.2 Data analysis methods 63
4 Conclusions 70
REFERENCES 73
APPENDIX A 80
APPENDIX B 80
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The use of virtual reality is rapidly increasing in our society, especially in the era of information technology. While it is primarily associated with entertainment, recent trends show that it is now being used for professional purposes, opening up new opportunities for learning and skill development. In particular, the use of virtual reality has been found to significantly enhance spatial abilities, which play a crucial role in both daily life and professional activities.
Numerous studies have demonstrated the positive effects of virtual reality on spatial abilities for individuals of different ages and professions. For instance, Bailenson et al. (2008) found that virtual spaces improve individuals' understanding and use of space in the real world. There is also a wealth of empirical evidence indicating a significant correlation between spatial ability and academic achievement, especially in the fields of science, technology, engineering, and mathematics (STEM). In fact, spatial ability is now recognized as a key factor in many STEM disciplines and sub-disciplines, including biology, chemistry, physics, mathematics, computer programming, design, engineering graphics, geometry, and engineering.
Virtual reality is a computer technology that allows users to interact with artificial environments and experience them as if they were real, using special devices such as virtual reality helmets, sensor gloves, and other devices. Users are completely immersed in the created virtual environment, which can mimic the real world or be entirely fictional. Virtual reality is used in various fields, such as the gaming industry, education, medicine, architecture, aerospace industry, and more.
Spatial abilities are essential for navigating space and finding objects within it. They enable individuals to move easily to new places, find necessary objects, navigate maps and diagrams, and plan and execute projects. Spatial ability is now defined as relating to many STEM disciplines and sub-disciplines, including biology (Rochford 1985; Russell-Hebbett 1985), chemistry (Small and Morton 1983; Wu and Shah 2004), physics (Kozhevnikov et al. 2007), mathematics (Cheng and Meeks 2014; Pittalis and Kristow 2010; Sorby et al. 2013), computer programming (Jones and Burnett 2008), design (H. Lin 2016) engineering graphics (Marunich and Glazar 2013), geometry (Suzuki et al. 1990) and engineering (Alias et al. 2002; Sorby 2009). Conversely, a lack of spatial ability can lead to significant problems in daily life, such as difficulties with orientation in space, for example, when driving in an unfamiliar city. Mental rotation is a critical component of spatial ability, allowing individuals to imagine and rotate objects mentally without their physical presence. This ability is crucial not only for spatial abilities, but also for other areas of cognitive activity, such as solving mathematical problems or designing new products.
In this study, we aimed to investigate the effectiveness of different training methods on improving mental rotation ability. We used Metzler's mental rotation test as a preliminary assessment, and then divided participants into two groups. The first group underwent traditional paper-based training, while the second group received training with a small cube that they could manipulate and visualize moving through different routes. Both groups then played a virtual reality (VR) game, where they had to predict the rotation of the cube and its final orientation on the map.
The study hypothesized that the group trained with the small cube would perform better in the VR game than the group trained on paper tests. The research is based on the idea that mental rotation is a fundamental cognitive skill that is crucial in many fields such as mathematics, science, and engineering. While previous studies have shown that practice with paper-based tests can improve mental rotation ability, using a small cube as a training method could be more effective as it allows for a more realistic representation of objects and their movements in space.
The VR game was chosen as a testing environment because it provided a more realistic platform for assessing mental rotation ability. This study is valuable in the field of virtual reality and mental rotation research, as it can help us understand how different training methods affect an individual's ability to imagine objects in space and their location. Additionally, the study could shed light on how training with objects like small cubes can improve mental rotation skills. The results of this study may have important implications for designing effective training programs for improving mental rotation ability in different fields.
The study's findings have significant implications for the development of training methods and applications to enhance the skill of mental rotation in virtual reality. This study can be used as a foundation for future research and development of training programs aimed at improving mental rotation ability. Moreover, the study's results can be useful for educational purposes as it can help students and researchers better understand how mental rotation works and how it can be improved.
The topic of developing spatial abilities in a virtual reality environment is relevant and justified by the importance of spatial skills in everyday life and professional activities. Spatial abilities are fundamental cognitive functions necessary to solve many problems in various fields. Virtual reality is a unique environment for developing spatial skills due to its 3D and interactive nature. With the rapid development of technology and the growing number of virtual environments, the possibility of using VR to develop spatial abilities deserves the attention of researchers and practitioners.
Several studies have shown a positive effect of VR on spatial abilities in individuals of different ages and occupational characteristics. For example, in 2018, Mousavi and colleagues found that the use of VR improves spatial ability in architecture students. However, not all studies show a positive effect of VR on spatial abilities. This suggests that more research is needed to determine the effectiveness of using VR for the development of this cognitive skill.
Thus, the topic of developing spatial abilities in a virtual reality environment is relevant and deserves further research attention. The possibility of using VR for educational and professional purposes could have far-reaching implications for our ability to interact with the physical world. The study's findings can be used to inform the development of effective training programs and applications for improving spatial abilities in different fields.
The object of this study - spatial abilities.
The subject - the process of developing spatial abilities with the help of various types of training.
The aim of the study is to investigate the development of spatial abilities with the help of different types of training and a comparative analysis of this development.
Tasks:
1. Consider and analyze the phenomena of spatial abilities, their classifications and basic characteristics, their relationships;
2. Analyze the methods for developing spatial abilities and justify the choice of this method as the main one in this study;
3. Develop the design of an empirical study of the development of spatial abilities using different types of training;
4. Apply the developed program in practice and analyze the difference in the effect of different types of training on the development of spatial abilities.
The research hypothesis is
H0: There is no statistically significant difference between the effect of Lutke and Eysenck's training and the effect obtained from solving mental rotation tasks.
H1: The effect of Lutke and Eysenck's training has a greater effect on improving mental rotation than mental rotation tasks.
Methods:
- General scientific theoretical methods (analysis and synthesis of literary sources, comparison, establishment of cause-and-effect relationships and generalization);
- Experimental method;
- Questionnaires, including gender, age, profile and level of education;
- Observation of study participants;
- Statistical Methods;
- Comparative analysis.
The experimental and theoretical part of the study was carried out at the National Research Tomsk State University on the basis of the laboratory of experimental psychology. The proposed sample in the study was 23 students of the National Research Tomsk State University, including 19 girls (83%) and 4 boys (17%) aged 18 to 30 years.
The main stages of the study:
The first stage (2021-2022) is a theoretical analysis of foreign and domestic sources
The second stage (2022) is the design of an empirical study, analysis and selection of methodological tools.
The third stage (2023) is testing and experimental research, formulating conclusions and conclusions.
Scientific novelty of the research:
The scientific value of the study lies in the fact that it provides new data on the relationship between different types of intelligence and spatial abilities. The research expands existing knowledge in the field of psychology and cognitive sciences, and the results obtained can be used for various practical purposes, for example, in the selection of personnel or the development of educational programs.
The theoretical significance of the study:
The study of the development of spatial abilities in a virtual reality environment has high theoretical significance. Firstly, it can expand our understanding of how interaction with virtual environments can enhance the effectiveness of training and development of spatial abilities. Participating in virtual realistic training can increase a person's ability to perceive and analyze three-dimensional objects and space.
Secondly, the study may be relevant to different industries, such as gaming, medical and engineering applications, architectural design, and more. All these industries use virtual reality in various aspects of their work, and the results of the study can be applied in practice.
Finally, the study can lead to the development of new methods and technologies that will contribute to the effective development of spatial abilities in virtual reality environments. These new methodologies can be used for educational and therapeutic purposes.
Therefore, the study of the development of spatial abilities in a virtual reality environment has high theoretical significance, as it may lead to the development of new methods and technologies, the use of virtual reality in various fields, and enhance the effectiveness of education and training.
The structure of the work is based on the goal and objectives of the study and written on 72 pages, consists of an introduction, 3 chapters, and a conclusion. The list of references includes 90 sources. The thesis contains 12 figures and 7 tables.
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