Abstract:

This research is an experimental investigation evaluating a human-user gaming interface assessment tool that employs interactivity to assess visualization as compared to more conventional forms of visualization assessment. This research considered the relationship between a sample’s discernible spatial ability skills by comparing static visualization test of rotations results with those of an interactive game that was designed with identical static image rotations. This study utilized a convenient sample enrolled in an exploratory technical visualization course that provided a diversity of lectures and hands-on practicum that included identifying and creating technical sketching and renderings of multi-view drawings and axonometric projections of simple objects. This course also provided an introduction to computer vector graphics creation software for two-dimensional and three-dimensional representational modelling. The goal of the course was to introduce, expand, and explore participants’ ability to identify, and challenge their ability to create and better comprehend technical visualization artifacts.
For the purposes of this research, a mature and widely used visualization-testing instrument was selected to compare with one designed with interactivity and gaming features. A conventional form of the Purdue Spatial Visualization of Test of rotations (PSVT) was compared to an Interactive Spatial Visualization Gaming Instrument (SVGI). It was theorized that conventional forms of assessment influenced test retention and fatigue, whereas interactivity as it is related to cognitive ergonomics of interface and the human users would enhance assessment performance. The results of these findings could demonstrate that participants’ analytical processing capabilities are connected to an influence of interactivity.

Keywords:

Interactivity, gaming, spatial visualization, cognitive ergonomics, interface design, human-user.