Gürgan, S. ., Bertel, S. ., Gall, C. ., Henze, V. ., Mayer, L. ., Seller, A. ., … Hahn, M. . (2023). SonoGame. Ultraschall Med, 44(S 01). http://doi.org/https://doi.org/10.1055/s-0043-1772423
Gürgan, S. ., Mayer, L. ., Hahn, M. ., Seller, A. ., Bertel, S. ., Teistler, M. ., & Gall, C. . (2021). SonoGame. In Senologie - Zeitschrift für Mammadiagnostik und -therapie (Bd. 18). Thieme. http://doi.org/10.1055/s-0041-1730164 (Original work published Juni 2021)
Mayer, L. ., Süncksen, M. ., Reinhold, S. ., Bertel, S. ., & Teistler, M. . (2021). Training visuospatial skills for medical ultrasound imaging with a desktop-based learning game. In 9th International Conference on Serious Games and Applications for Health (SeGAH 2021). Dubai, United Arab Emirates.
Montag, M. ., Bertel, S. ., de Koning, B. B., & Zander, S. . (2021). Exploration vs. limitation – An investigation of instructional design techniques for spatial ability training on mobile devices. Computers in Human Behavior, 118, 106678. http://doi.org/https://doi.org/10.1016/j.chb.2020.106678
Abstract
Spatial abilities and thus mental rotation skills predict achievement in STEM domains. Thus, a wide range of studies investigated the possibilities and trainings of mental rotation skills. One prominent approach is using different digital tools and representation formats to foster spatial abilities. Thereby numerous studies analyzed effects of static in comparison to interactive dynamic representations of mental rotation tasks using different types of interactions. Although the use of dynamic representations is discussed critical regarding superficial information processing, there are no studies to date varying instructional techniques in interactive dynamic spatial trainings. In two studies we compared Limited Rotation training to non-limited Free Rotation training with high school students (Npilot = 21, Nmain = 66). Results after training show a superior effect of the limited compared to the non-limited training regarding the students’ success rate, but not their motivation and mental demand. Additionally analyzed process data show more efficient ways of task solving after limited rotation training indicated by reduced response time and rotation way accompanied by higher success rates in solving non-limited rotation tasks. Results of a pre-and-post-comparison of mental rotation skills indicate a higher increment after limited rotation training. Over-facilitating effects of dynamic representations are discussed.
Bertel, S. ., Beck, L. ., Clausen, B. ., & Räker, T. . (2021). Kompetenzen für eine digitale Welt. Wie viel Wissenschaft braucht die Lehrerfortbildung? Arbeitsbündnisse im analogen und virtuellen Raum. Universität Regensburg.
Wetzel, S. ., Bertel, S. ., Montag, M. ., & Zander, S. . (2020). Spatial task solving on tablets: analysing mental and physical rotation processes of 12–13-year olds. Educational Technology Research and Development, 68(1), 363–381. http://doi.org/10.1007/s11423-019-09699-8
Abstract
Spatial skill assessment and training are promising fields of application for tablets, as touch-based interaction can prime and support mental transformations of spatial knowledge. We report on a study with 49 secondary school students who used our iPad app to solve mental and physical rotation tasks. During physical rotation, students were able to rotate 3D stimuli using touch interaction. Results show specific similarities (e.g., regarding angular disparity effects) as well as differences between mental and physical conditions, such as for task success, mental effort, efficiency; all to the advantage of the physical condition. 12–13-year olds can benefit from these advantages without previous task training, whereas previous research showed this to be different for younger students. In a second step, our analysis compares low and high achievers regarding physical rotation behaviour and motivational variables, including expected success. The results lay grounds for constructing individualized, tablet-based training apps for spatial skills.
Zander, S. ., Montag, M. ., Wetzel, S. ., & Bertel, S. . (2020). A gender issue? - How touch-based interactions with dynamic spatial objects support performance and motivation of secondary school students. Computers & Education, 143, 103677. http://doi.org/https://doi.org/10.1016/j.compedu.2019.103677
Abstract
Mobile devices are seen to incorporate characteristics which can support learning and problem solving in general and specific abilities, such as spatial ones (e.g. mental rotation). Central relevant characteristics of these devices are the availability of multiple representations (e.g. dynamic and static) and the direct interaction via touch, pointing and tracing with displayed information. The primary aim of the present study was to investigate the effectiveness of direct interactive, dynamic interactions with spatial tasks on mobile devices as compared to purely static, non-interactive versions of the same tasks. We expected that dynamic, interactive tasks support mental processes while solving spatial tasks would be especially helpful for learners with difficulties in mental rotation and low expectancies regarding their spatial abilities. Therefore, the second focus of the study was to examine whether the expected beneficial effects of dynamic interactions were equally beneficial for both genders. This was motivated by previous studies that revealed gender differences in performance and motivational beliefs regarding spatial tasks to the disadvantage of females. We used a mixed within-between subject design with presentation format (static vs. dynamic) and gender (female vs. male) as factors and success rate, mental effort, intrinsic motivation, and frustration as dependent variables. The study was conducted in four classes (7th grade, N = 46) in two secondary schools. To test gender related pre-assumptions, spatial abilities and motivation were assessed before solving the actual rotation tasks. A MANOVA with single-comparison follow-up tests revealed increased success rates and decreased mental effort for both genders in the dynamic condition, whereas beneficial effects for intrinsic motivation and frustration were restricted to female students. Process data for rotation behavior was registered for dynamic tasks: an analysis hinted at more exploratory ways of solving spatial tasks for females and at more goal-oriented approaches for male students.
Odenwald, J. ., Bertel, S. ., & Echtler, F. . (2020). Tabletop Teleporter: Evaluating the Immersiveness of Remote Board Gaming. In Proceedings of the 9TH ACM International Symposium on Pervasive Displays (S. 79–86). New York, NY, USA: Association for Computing Machinery. http://doi.org/10.1145/3393712.3395337
Abstract
Communication with remote persons over a video link is common today, e.g. to connect with family members abroad, particularly during the COVID-19 pandemic. However, social activities such as board games are rarely shared in this way, as common video chat software does not support this scenario well. However, interactive tabletops provide inherent support for natural tangible interaction with items on the tabletop surface.We present the Tabletop Teleporter, a setup designed to merge two remote locations into a single shared interaction space. We evaluate the system using a board game, focusing on the perceived immersion and connectedness of participants. Our evaluation shows that most measures for the social quality of a remotely shared game are not significantly different from one played with co-located participants, and that players prefer our setup over a pure videochat scenario.
Bertel, S. ., & Wetzel, S. . (2020). Comparing Eye Movements Between Physical Rotation Interaction Techniques. In ACM Symposium on Eye Tracking Research and Applications. New York, NY, USA: Association for Computing Machinery. http://doi.org/10.1145/3379156.3391355
Abstract
Recent studies have shown a number of procedural similarities between solving problems in mental and in physical rotation. Such similarities open up the interesting option to study mental rotation indirectly through physical rotation, with the advantage that physical rotation processes can be much more easily observed than mental ones. To better assess where solution processes in mental and physical rotation differ, though, it is important to know what influence any specific interaction method in physical rotation will have. We present results from a comparison of two such interaction methods: a one-handed, touch-based and a two-handed, ball-based method. Our analysis focuses on fixation durations and saccade amplitudes as proxies for mental load. Results show, importantly, that the choice of interaction method seems to matter but little. We therefore suggest that the existing findings of past studies that have compared mental to physical rotation are likely highly comparable, despite the fact that different interaction techniques were used.
Thrash, T. ., Lanini-Maggi, S. ., Fabrikant, S. I., Bertel, S. ., Brügger, A. ., Credé, S. ., … Richter, K.-F. . (2019). The Future of Geographic Information Displays from GIScience, Cartographic, and Cognitive Science Perspectives. In 14th International Conference on Spatial Information Theory : (Bd. 142, S. 1–19). http://doi.org/10.4230/LIPIcs.COSIT.2019.19
Abstract
With the development of modern geovisual analytics tools, several researchers have emphasized the importance of understanding users cognitive, perceptual, and affective tendencies for supporting spatial decisions with geographic information displays (GIDs). However, most recent technological developments have focused on support for navigation in terms of efficiency and effectiveness while neglecting the importance of spatial learning. In the present paper, we will envision the future of GIDs that also support spatial learning in the context of large-scale navigation. Specifically, we will illustrate the manner in which GIDs have been (in the past) and might be (in the future) designed to be context-responsive, personalized, and supportive for active spatial learning from three different perspectives (i.e., GIScience, cartography, and cognitive science). We will also explain why this approach is essential for preventing the technological infantilizing of society (i.e., the reduction of our capacity to make decisions without technological assistance). Although these issues are common to nearly all emerging digital technologies, we argue that these issues become especially relevant in consideration of a person s current and future locations.