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Virtual reality technology constructs realistic and non-realistic scenes through computer simulation, which can provide users with a platform for human-computer interaction and a rich visual experience. In this paper, the application of virtual reality technology in art teaching helps to improve students’ information acceptance and promote the development of students’ spatial creativity and imagination. By combining the key technology of virtual reality with the spatial geometry teaching content of art, students can enhance their spatial imagination ability. The results obtained after the teaching practice illustrate that there is a significant difference between the experimental class and the control class in the three dimensions of memorization, comprehension, and application after the virtual reality teaching intervention (t=5.782, p=0.000<0.010), indicating that the virtual reality teaching has a significant effect on improving the spatial geometry constructing ability of the art majors.

With the continuous progress of society and the deepening of the new curriculum reform process, art curriculum education needs to enable students to improve their spatial imagination in a positive emotional experience. This paper promotes the integration of virtual reality technology into art curriculum education with the help of IVLE technology. It is proposed to improve students’ spatial imagination in the art curriculum by applying practice courses, establishing practice environments, and selecting practice objects. The purpose of the virtual reality spatial cognition assessment dataset is to assess students’ spatial imagination. Extract the performance and behavioral characteristics of students, respectively, and use the Lasso regression algorithm to add regularization terms behind the loss function of the linear regression model to reduce the problem of covariance. The model was trained and evaluated through simulation experiments. All the prediction points of the Lasso regression model were within the 95% confidence interval, and the mean value of the difference score was 0.0909, with the maximum of the true value and the predicted value not exceeding 2. Comparing the effects of traditional art course education and immersive art course teaching with VR technology on the enhancement of spatial imagination, from the later stage of the experiment, all the dimension scores of the experimental group’s spatial imagination were higher than those of the control group, and the total scores were higher than the total scores of the control group. The score difference between the control group and the scores is 5.886 points. Virtual reality technology has a greater effect on cultivating students’ spatial imagination.

Studies have found little correlation between creativity and being gifted or talented, but do show that creative people are more broadly trained, have more avocational interests, and display more ability in these interests than the average person. In the sciences, technology, engineering and mathematics (STEM) fields, the avocational interests of the most successful professionals are unusually likely to involve fine arts such as painting or music; literary accomplishments; or crafts such as woodworking and metalworking, mechanics and electronics. Four types of evidence are brought together in this review to explore why such avocations might stimulate the creative capacity of STEM professionals. First, STEM professionals themselves argue that beyond verbal and mathematical skill, success requires a vivid visual and spatial imagination; hand–eye coordination and manipulative ability; skill with making and interpreting models; and a highly developed aesthetic or artistic sensibility. Second, controlled statistical studies of large groups (hundreds to thousands) of STEM professionals reveal strong correlations between artistic, musical, literary and crafts activities and measures of success in STEM subjects such as Nobel Prizes, numbers of patents or companies founded. Third, STEM professionals involved in these statistical studies themselves can describe specific ways in which their avocations stimulate their vocational successes. And fourth, many of these specific stimuli (such as improved observational and visual thinking skills, manipulative skills and tool use, and improved learning and retention strategies) also improve STEM learning in well-controlled classroom trials. The knowledge and skills required to be professionally creative are, in short, learnable.

See the retraction notice E3S Web of Conferences 538 , 00001 (2024), https://doi.org/10.1051/e3sconf/202453800001

The article considers issues of development of spatial thinking in students in the process of studying graphic disciplines. The relevance of the study is dictated by the specifics of competencies in the application of the laws of geometric formation of the future builder. The subject of the study is the formation of spatial thinking among engineering students through the study of the course of engineering and computer graphics. The peculiarity of the student's spatial thinking is manifested through the perception of reality, the ability to see the design result, the combination of actions and operations, as well as graphic visualization skills. The obtained results revealed the dependence of the conditions of reproduction of the form by students (reproductive knowledge) on their mastery of theoretical knowledge and acquired skills in performing images.

This article takes up what and how maps might have taught a Crown Prince in the century before maps became a part of classrooms and Mercator’s system of projection engendered those collective perceptions of space and person that have become a part of a modern shared spatial imagination. The focus of this article is a single codex, utterly unique, which scholars have posited was compiled in 1570 to accompany the Crown Prince of Jülich-Cleves-Berg on his Italian trip. This article argues that this codex was designed to teach him practices of spatial imagination, a concept this article introduces.

[...]of reforms in the system, great attention is paid to the inclusion of higher education institutions in the list of the top 1000 higher education institutions in the ranking of internationally recognized organizations. [...]of teaching the subject \"Descriptive Geometry and Engineering Graphics\" in higher education institutions, the basis for the development of students' graphic competencies and the acquisition of graphic knowledge in the field is created. [...]of educational reforms, young people who graduated from academic lyceums, vocational schools, colleges, technical colleges in the social sphere can be admitted to study in the fields of engineering, technology, construction, manufacturing, as a result of which they have the opportunity to choose the appropriate direction in applying to higher education. According to A. Khamrakulov, \"..demonstration of spatial solutions before solving problems attracts students to independent thinking and creative approach to the problem, and allows students to show what they do not understand until they understand it again.

This paper assesses the twin cities phenomenon in the categories of critical geopolitics based on cases such as Narva/Ivangorod, Valga/Valka and Blagoveshchensk/Heihe. The findings show that, despite the different locations, these city pairs demonstrate similar patterns in their spatial relations; in particular, the Russian twin in contrast to the non-Russian twin on the Estonian-Latvian border construct its border identity using ideas of \"fortress\"/\"nation outpost\", while its 'sibling' sees itself as a friendly, ready-to-cooperate neighbour. The findings apply to both the situation of the closed border between two towns where the ethnic Russian population dominates (Narva/Ivangorod on the Russian-Estonian border) and the contact border between ethnically non-mixed towns (Blagoveshchensk/Heihe on the Russian-Chinese border).

Scribes of Space posits that the conception of space-the everyday physical areas we perceive and through which we move-underwent critical transformations between the thirteenth and fifteenth centuries. Matthew Boyd Goldie examines how natural philosophers, theologians, poets, and other thinkers in late medieval Britain altered the ideas about geographical space they inherited from the ancient world. In tracing the causes and nature of these developments, and how geographical space was consequently understood, Goldie focuses on the intersection of medieval science, theology, and literature, deftly bringing a wide range of writings-scientific works by Nicole Oresme, Jean Buridan, the Merton School of Oxford Calculators, and Thomas Bradwardine; spiritual, poetic, and travel writings by John Lydgate, Robert Henryson, Margery Kempe, the Mandeville author, and Geoffrey Chaucer-into conversation. This pairing of physics and literature uncovers how the understanding of spatial boundaries, locality, elevation, motion, and proximity shifted across time, signaling the emergence of a new spatial imagination during this era.

Relevance of material presented in the article is the use of effective methods to illustrate the geometric material for the development of spatial imagination of students. As one of the ways to improve problem solving offer to illustrate the use of display computer model (DCM) investigated objects created by the software environment PowerPoint. The technique of applying DCM while solving the problems to build a section of the cylinder makes it allows to build effective learning process and promotes the formation of spatial representations of students taking into account their individual characteristics and principles of differentiated instruction.