mininuniverВестник Мининского университетаVestnik of Minin University2307-1281Minin Nizhny Novgorod State Pedagogical University10.26795/2307-1281-2021-9-4-9mininuniver-1292Research ArticleОБЩАЯ ПСИХОЛОГИЯ, ПСИХОЛОГИЯ ЛИЧНОСТИ, ИСТОРИЯ ПСИХОЛОГИИGENERAL PSYCHOLOGY, PERSONALITY PSYCHOLOGY, HISTORY OF PSYCHOLOGYНовая структурная модель измерения пространственного интеллектаA new structural model for measuring spatial intelligencehttps://orcid.org/0000-0002-3347-9148ЧиковаО. А.ChikovaO. A.

Чикова Ольга Анатольевна – доктор физико-математических наук, доцент, главный научный сотрудник, Уральский государственный педагогический университет, Екатеринбург; профессор, Новосибирский государственный педагогический университет, Новосибирск

Chikova Olga A. – Doctor of Physical and Mathematical Sciences, Associate Professor, Chief Researcher, Ural State Pedagogical University, Yekaterinburg; Professor, Novosibirsk State Pedagogical University

Chik63@mail.ruhttps://orcid.org/0000-0002-5584-7220ЗолотавинВ. С.ZolotavinV. S.

Золотавин Владимир Сергеевич – учитель информатики, МАОУ Гимназия № 11 «Гармония», Новосибирский  государственный педагогический университет

Новосибирск

Zolotavin Vladimir S. – teacher of Computer Science, MAOU Gymnasium No. 11 "Harmony", Novosibirsk State Pedagogical University

Novosibirsk

mrdizzy38@gmail.comhttps://orcid.org/0000-0002-9367-3997КаменевР. В.KamenevR. V.

Каменев Роман Владимирович – кандидат педагогических наук, доцент, и. о. директора института физико-математического, информационного и технологического образования

Новосибирск

Kamenev Roman V. – Candidate of Pedagogical Sciences, Associate Professor, Acting Director of the Institute of Physics and Mathematics, Information and Technological Education

Novosibirsk

romank54.55@gmail.comhttps://orcid.org/0000-0003-0017-5321МаксимоваЛ. А.MaksimovaL. A.

Максимова Людмила Александровна – кандидат педагогических наук, доцент, директор института психологии

Екатеринбург

Maksimova Lyudmila A. – Candidate of Pedagogical Sciences, associate Professor

Yekaterinburg

maximova70@mail.ruУральский государственный педагогический университетРоссияUral State Pedagogical UniversityRussian FederationНовосибирский государственный педагогический университетРоссияNovosibirsk State Pedagogical UniversityRussian Federation202116112021941292Copyright © Чикова О.А., Золотавин В.С., Каменев Р.В., Максимова Л.А., 20212021Чикова О.А., Золотавин В.С., Каменев Р.В., Максимова Л.А.Chikova O.A., Zolotavin V.S., Kamenev R.V., Maksimova L.A.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://www.minin-vestnik.ru/jour/article/view/1292Введение

Введение. Задача исследования структуры и динамики пространственного мышления школьников и студентов актуальна для общей и педагогической психологии и частных методик обучения. Исследовательская цель статьи состоит в теоретическом обосновании, разработке и апробации структурной модели измерения пространственного интеллекта студентов и школьников.

Материалы и методы

Материалы и методы. На основе компаративного анализа содержания дефиниции «пространственный интеллект» в отечественной и зарубежной педагогической психологии (И.С. Якиманская, H. Gardner) разработана структурная модель и экспресс-тест измерения пространственного интеллекта студентов и школьников. Методология моделирования структурными уравнениями (Structural Equation Modeling) применялась для валидизации разработанного экспресс-теста. Исследовательскую выборку составили 688 школьников г. Новосибирск в возрасте от 10 до 15 лет.

Результаты исследования

Результаты исследования. Модель измерения пространственного интеллекта студентов и школьников разработана путем соотнесения компонентов пространственного интеллекта: пространственные знания, пространственные способности, пространственные навыки – с соответствующими познавательными процессами: восприятие пространства, пространственное представление (мышление), пространственное воображение. На основе классификации тестов интеллекта на три отдельные категории: пространственное восприятие, пространственная визуализация, мысленное вращение из субтестов интеллекта (R. Amthauer, M.C. Linn, A.C. Petersen, M. Sjölinder) – был сконструирован экспресс-тест. Подтверждена достоверность(валидность) экспресс-теста с помощью моделирования структурными уравнениями методом конфирматорного факторного анализа моделей, состоящих из 15 показателей и одного фактора (пространственный интеллект) или трех факторов (пространственные знания, пространственные способности и пространственные навыки).

Обсуждение и заключения

Обсуждение и заключения. Теоретическая значимость разработанной структурной модели состоит в том, что она вскрывает механизмы закономерного развития пространственного интеллекта в зависимости от степени сформированности его подструктур. Практическая значимость полученного результата заключается в разработке методологических оснований для скрилинг-диагностики пространственного интеллекта школьников и обусловлена высокой значимостью пространственного мышления для решения учебных задач.

Introduction

Introduction. The task of studying the structure and dynamics of spatial thinking of schoolchildren and students is relevant for general and educational psychology and private teaching methods. The research goal of the article is to theoretically substantiate, develop and test a structural model for measuring the spatial intelligence of students and schoolchildren.

Materials and Methods

Materials and Methods. On the basis of a comparative analysis of the content of the definition of "spatial intelligence" in domestic and foreign educational psychology (I.S. Yakimanskaya, H. Gardner), a structural model and a rapid test for measuring the spatial intelligence of students and schoolchildren have been developed. The Structural Equation Modeling methodology was used to validate the developed express test. The research sample consisted of 688 schoolchildren from Novosibirsk at the age from 10 to 15 years.

Results

Results. The model for measuring the spatial intelligence of students and schoolchildren is developed by correlating the components of spatial intelligence: spatial knowledge, spatial abilities, spatial skills, with the corresponding cognitive processes: perception of space, spatial representation (thinking), spatial imagination. Based on the classification of intelligence tests into three separate categories: spatial perception, spatial visualization, mental rotation from intelligence subtests (R. Amthauer, M.C. Linn, A.C. Petersen, M. Sjölinder), a rapid test was constructed. The reliability (validity) of the express test was confirmed using structural equation modeling by the method of confirmatory factor analysis of models consisting of 15 indicators and one factor (spatial intelligence) or three factors (spatial knowledge, spatial abilities and spatial skills).

Discussion and Conclusions. The theoretical significance of the developed structural model is that it reveals the mechanisms of the natural development of spatial intelligence, depending on the degree of formation of its substructures. The practical significance of the obtained result lies in the development of methodological foundations for screening diagnostics of the spatial intelligence of schoolchildren and is due to the high importance of spatial thinking for solving educational problems.

пространственное мышлениепространственные знанияпространственные способностипространственные навыкипространственное восприятиепространственное представлениепространственное воображениеspatial thinkingspatial knowledgespatial abilitiesspatial skillsspatial perceptionspatial representationspatial imaginationИсследование выполнено при финансовой поддержке Министерства просвещения РФ в рамках исполнения государственного задания №073-00072-21-01 по проекту «Обучение сквозным цифровым технологиям в условиях персонализации образовательных траекторий школьников».The study was carried out with the financial support of RF department of Education within the framework of state assignment №073-00072-21-01 under the project "Teaching end-to-end digital technologies in the context of personalization of educational paths of schoolchildren".ReferencesАристова И.Л., Есипенко Е.А., Шарафиева К.Р. и др. Пространственные способности: структура и этиология // Вопросы психологии. 2018. № 1. С. 118-126. URL: http://vital.lib.tsu.ru/vital/access/manager/Repository/vtls:000721801 (дата обращения: 14.05.2021).Aristova I.L., Esipenko E.A., SHarafieva K.R. i dr. Spatial abilities: structure and etiology. Voprosy psihologii, 2018, no. 1, pp. 118-126. Available at: http://vital.lib.tsu.ru/vital/access/manager/Repository/vtls:000721801 (accessed: 14.05.2021). (In Russ.)Василенко А.В. Систематизация задач на развитие пространственного мышления учащихся // Современные проблемы науки и образования. 2015. №2. С. 460. URL: https://elibrary.ru/item.asp?id=24123293 (дата обращения: 14.05.2021).Vasilenko A.V. Systematization of tasks for the development of spatial thinking of students. Sovremennye problemy nauki i obrazovaniya, 2015, no. 2, p. 460. Available at: https://elibrary.ru/item.asp?id=24123293 (accessed: 14.05.2021). (In Russ.)Коногорская С.А. Прогностические возможности пространственных и вербальных тестов в диагностике возникновения трудностей обучения у младших школьников // Вестник Томского государственного педагогического университета. 2013. №5(133). С. 149-154. URL: https://elibrary.ru/item.asp?id=19072488 (дата обращения: 14.05.2021).Konogorskaya S.A. Predictive capabilities of spatial and verbal tests in the diagnosis of learning difficulties in primary schoolchildren. Vestnik Tomskogo gosudarstvennogo pedagogicheskogo universiteta, 2013, no. 5(133), pp. 149-154. Available at: https://elibrary.ru/item.asp?id=19072488 (accessed: 14.05.2021). (In Russ.)Alsalhi N.R.I. The representation of multiple intelligences in the science textbook and the extent of awareness of science teachers at the intermediate stage of this theory // Thinking Skills and Creativity. 2020. Vol. 38. P. 100706. DOI: 10.1016/j.tsc.2020.100706.Alsalhi N.R.I. The representation of multiple intelligences in the science textbook and the extent of awareness of science teachers at the intermediate stage of this theory. Thinking Skills and Creativity, 2020, vol. 38, p. 100706, doi: 10.1016/j.tsc.2020.100706.Anomal R.F., Brandão D.S., Porto S.B., de Oliveira S.S., de Souza R.F.L., de Santana Fiel J., Gomes B.D., Pires I.A.H., Pereira A. The role of frontal and parietal cortex in the performance of gifted and average adolescents in a mental rotation task // PLoS ONE. 2020. Vol. 15, no. 5. Number article e0232660. DOI: 10.1371/journal.pone.0232660.Anomal R.F., Brandão D.S., Porto S.B., de Oliveira S.S., de Souza R.F.L., de Santana Fiel J., Gomes B.D., Pires I.A.H., Pereira A. The role of frontal and parietal cortex in the performance of gifted and average adolescents in a mental rotation task. PLoS ONE, 2020, vol. 15, no. 5, number article e0232660, doi: 10.1371/journal.pone.0232660.Bergold S., Wirthwein L., Rost D.H., Steinmayr R. What happens if the same curriculum is taught in five instead of six years? A quasi-experimental investigation of the effect of schooling on intelligence // Cognitive Development. 2017. Vol. 44. Pp. 98-109. DOI: 10.1016/j.cogdev.2017.08.012.Bergold S., Wirthwein L., Rost D.H., Steinmayr R. What happens if the same curriculum is taught in five instead of six years? A quasi-experimental investigation of the effect of schooling on intelligence. Cognitive Development, 2017, vol. 44, pp. 98-109, doi: 10.1016/j.cogdev.2017.08.012.Blazhenkova O. Vividness of object and spatial imagery // Perceptual and Motor Skills. 2016. Vol. 122, no. 2. Pp. 490-508. DOI: https://doi.org/10.1177%2F0031512516639431.Blazhenkova O. Vividness of object and spatial imagery. Perceptual and Motor Skills, 2016, vol. 122, no. 2, pp. 490-508, doi: https://doi.org/10.1177%2F0031512516639431.Blazhenkova O., Kozhevnikov M. Visual-object ability: A new dimension of non-verbal intelligence // Cognition. 2010. Vol. 117, no. 3. Pp. 276-301. DOI: 10.1016/j.cognition.2010.08.021.Blazhenkova O., Kozhevnikov M. Visual-object ability: A new dimension of non-verbal intelligence. Cognition, 2010, vol. 117, no. 3, pp. 276-301, doi: 10.1016/j.cognition.2010.08.021.Castro-Jiménez R.A., Fonseca del Pozo F.J., Jiménez Moral G., Fruet-Cardozo J.V. Analysis of health habits, vices and interpersonal relationships of Spanish adolescents, using SEM statistical model // Heliyon. 2020. Vol. 6, no. 8. Number article e04699. DOI: 10.1016/j.heliyon. 2020.e04699.Castro-Jiménez R.A., Fonseca del Pozo F.J., Jiménez Moral G., Fruet-Cardozo J.V. Analysis of health habits, vices and interpersonal relationships of Spanish adolescents, using SEM statistical model. Heliyon, 2020, vol. 6, no. 8, number article e04699, doi: 10.1016/j.heliyon.2020.e04699.Cuendet S., Dehler-Zufferey J., Arn Ch., Bumbacher E., Dillenbourg P. A study of carpenter apprentices’ spatial skills // Empirical Research in Vocational Education and Training. 2014. Vol. 6, no. 3. Pp. 2-16. DOI: https://doi.org/10.1186/s40461-014-0003-3.Cuendet S., Dehler-Zufferey J., Arn Ch., Bumbacher E., Dillenbourg P. A study of carpenter apprentices’ spatial skills. Empirical Research in Vocational Education and Training, 2014, vol. 6, no. 3, pp. 2-16, doi: https://doi.org/10.1186/s40461-014-0003-3.Duffy G., Sorby S., Bowe B. An investigation of the role of spatial ability in representing and solving word problems among engineering students // Journal of Engineering Education. 2020. Vol. 109, no. 3. Pp. 424-442. DOI: 10.1002/jee.20349.Duffy G., Sorby S., Bowe B. An investigation of the role of spatial ability in representing and solving word problems among engineering students. Journal of Engineering Education, 2020, vol. 109, no. 3, pp. 424-442, doi: 10.1002/jee.20349.Dvoryatkina S.N., Shcherbatykh S.V. Conceptual provisions of fractal development of probabilistic thinking study in teaching mathematics and instruments for their implementation // Perspektivy Nauki I Obrazovania. 2020. Vol. 43, no. 2. Pp. 195-209. DOI: 10.32744/pse.2020.2.16.Dvoryatkina S.N., Shcherbatykh S.V. Conceptual provisions of fractal development of probabilistic thinking study in teaching mathematics and instruments for their implementation. Perspektivy Nauki I Obrazovania, 2020, vol. 43, no. 2, pp. 195-209, doi: 10.32744/pse.2020.2.16.Esipenko E.A., Maslennikov E.P., Budakova A.V. et al. Comparing Spatial Ability of Male and Female Students Completing Humanities vs. Technical Degrees // Psychology in Russia: State of the Art. 2018. Vol. 11, no. 4. Pp. 37-49. DOI: 10.11621/pir.2018.0403.Esipenko E.A., Maslennikov E.P., Budakova A.V. et al. Comparing Spatial Ability of Male and Female Students Completing Humanities vs. Technical Degrees. Psychology in Russia: State of the Art, 2018, vol. 11, no. 4, pp. 37-49, doi: 10.11621/pir.2018.0403.Gardner H. Of Human Potential: A 40-Year Saga // Journal for the Education of the Gifted. 2020. Vol. 43, no. 1. Pp. 12-18. DOI: 10.1177/0162353219894406.Gardner H. Of Human Potential: A 40-Year Saga. Journal for the Education of the Gifted, 2020, vol. 43, no. 1, pp. 12-18, doi: 10.1177/0162353219894406.Green C.T., Bunge S.A., Briones Chiongbian V., Barrow M., Ferrer E. Fluid reasoning predicts future mathematical performance among children and adolescents // Journal of Experimental Child Psychology. 2017. Vol. 157. Pp. 125-143. DOI: 10.1016/j.jecp.2016.12.005.Green C.T., Bunge S.A., Briones Chiongbian V., Barrow M., Ferrer E. Fluid reasoning predicts future mathematical performance among children and adolescents. Journal of Experimental Child Psychology, 2017, vol. 157, pp. 125-143, doi: 10.1016/j.jecp.2016.12.005.He Q., McNamara T.P., Bodenheimer B., Klippel A. Acquisition and transfer of spatial knowledge during way finding // Journal of Experimental Psychology: Learning Memory and Cognition. 2019. Vol. 45, no. 8. Pp. 1364-1386. DOI: 10.1037/xlm0000654.He Q., McNamara T.P., Bodenheimer B., Klippel A. Acquisition and transfer of spatial knowledge during way finding. Journal of Experimental Psychology: Learning Memory and Cognition, 2019, vol. 45, no. 8, pp. 1364-1386, doi: 10.1037/xlm0000654.Hegarty M. Ability and sex differences in spatial thinking: What does the mental rotation test really measure? // Psychonomic Bulletin and Review. 2018. Vol. 25, no. 3. Pp. 1212-1219. DOI: 10.3758/s13423-017-1347-z.Hegarty M. Ability and sex differences in spatial thinking: What does the mental rotation test really measure? Psychonomic Bulletin and Review, 2018, vol. 25, no. 3, pp. 1212-1219, doi: 10.3758/s13423-017-1347-z.Hegarty M., Kozhevnikov M. Types of Visual-Spatial Representations and Mathematical Problem Solving // Journal of Educational Psychology. 1999. Vol. 91, no. 4. Pp. 684-689. DOI: 10.1037/0022-0663.91.4.684.Hegarty M., Kozhevnikov M. Types of Visual-Spatial Representations and Mathematical Problem Solving. Journal of Educational Psychology, 1999, vol. 91, no. 4, pp. 684-689, doi: 10.1037/0022-0663.91.4.684.Hegarty M., Montello D.R., Richardson A.E., Ishikawa T., Lovelace K. Spatial abilities at different scales: individual differences in aptitude-test performance and spatial-layout learning // Intelligence. 2006. Vol. 34, no. 2. Pp. 151-176. DOI: 10.1016/j.intell.2005.09.005.Hegarty M., Montello D.R., Richardson A.E., Ishikawa T., Lovelace K. Spatial abilities at different scales: individual differences in aptitude-test performance and spatial-layout learning. Intelligence, 2006, vol. 34, no. 2, pp. 151-176, doi: 10.1016/j.intell.2005.09.005.Ismail A.A., Sulaiman T., Roslan S. Models of relationship between emotional, spiritual, physical and social intelligence, resilience and burnout among high school teachers // Universal Journal of Educational Research. 2020. Vol. 8, no. 1A. Pp. 1-7. DOI: 10.13189/ujer.2020.081301.Ismail A.A., Sulaiman T., Roslan S. Models of relationship between emotional, spiritual, physical and social intelligence, resilience and burnout among high school teachers. Universal Journal of Educational Research, 2020, vol. 8, no. 1a, pp. 1-7, doi: 10.13189/ujer.2020.081301.Kuipers B. Modeling Spatial Knowledge // Cognitive Science. 1978. Vol. 2, no. 2. Рp. 129-153. DOI: https://doi.org/10.1207/s15516709cog0202_3.Kuipers B. Modeling Spatial Knowledge. Cognitive Science, 1978, vol. 2, no. 2, рp. 129-153, doi: https://doi.org/10.1207/s15516709cog0202_3.Lang J.W.B., Kersting M., BeauducelA. Hierarchies of factor solutions in the intelligence domain: Applying methodology from personality psychology to gain insights into the nature of intelligence // Learning and individual differences. 2016. Vol. 47. Pp. 37-50. DOI: 10.1016/j.lindif.2015.12.003.Lang J.W.B., Kersting M., BeauducelA. Hierarchies of factor solutions in the intelligence domain: Applying methodology from personality psychology to gain insights into the nature of intelligence. Learning and individual differences, 2016, vol. 47, pp. 37-50, doi: 10.1016/j.lindif.2015.12.003.Likhanov M.V., Ismatullina V.I., Fenin A.Y., Wei W., Rimfeld K., Maslennikova E.P., Esipenko E.A., Sharafieva K.R., Feklicheva I.V., N.A. Chipeeva, Budakova A.V., Soldatova E.L., Zhou X., Kovas Yu.V. The Factorial Structure of Spatial Abilities in Russian and Chinese Students // Psychology in Russia: State of the Art. 2018. Vol. 11, no. 4. Pp. 96-114. DOI: 10.11621/pir.2018.0407.Likhanov M.V., Ismatullina V.I., Fenin A.Y., Wei W., Rimfeld K., Maslennikova E.P., Esipenko E.A., Sharafieva K.R., Feklicheva I.V., N.A. Chipeeva, Budakova A.V., Soldatova E.L., Zhou X., Kovas Yu.V. The Factorial Structure of Spatial Abilities in Russian and Chinese Students. Psychology in Russia: State of the Art, 2018, vol. 11, no. 4, pp. 96-114, doi: 10.11621/pir.2018.0407.Lin H. Influence of design training and spatial solution strategies on spatial ability performance // International Journal of Technology and Design Education. 2016. Vol. 26(1). Pp. 123-131. DOI: http://dx.doi.org/10.1007/s10798-015-9302-7.Lin H. Influence of design training and spatial solution strategies on spatial ability performance. International Journal of Technology and Design Education, 2016, vol. 26(1), pp. 123-131, doi: http://dx.doi.org/10.1007/s10798-015-9302-7.Linn M.C., Petersen A.C. Emergence and characterization of sex differences in spatial ability: a meta-analysis // Child development. 1985. Vol. 56, no. 6. Pp. 1479-1498. DOI: 10.1111/j.1467-8624. 1985.tb00213.x.Linn M.C., Petersen A.C. Emergence and characterization of sex differences in spatial ability: a meta-analysis. Child development, 1985, vol. 56, no. 6, pp. 1479-1498, doi: 10.1111/j.1467-8624. 1985.tb00213.x.Majid N.A., Zainol F.A., Afthanorhan A. Does school cooperative program increase entrepreneurial intention? A structural equation modelling approach // Humanities and Social Sciences Reviews. 2020. Vol. 8, no. 2. Pp. 645-651. DOI: 10.18510/hssr.2020.8272.Majid N.A., Zainol F.A., Afthanorhan A. Does school cooperative program increase entrepreneurial intention? A structural equation modelling approach. Humanities and Social Sciences Reviews, 2020, vol. 8, no. 2, pp. 645-651, doi: 10.18510/hssr.2020.8272.McGrew K.S. CHC theory and the human cognitive abilities project: Standing on the shoulders of the giants of psychometric intelligence research // Intelligence. 2009. Vol. 37, no. 1. Pp. 1-10. DOI: 10.1016/j.intell.2008.08.004.McGrew K.S. CHC theory and the human cognitive abilities project: Standing on the shoulders of the giants of psychometric intelligence research. Intelligence, 2009, vol. 37, no. 1, pp. 1-10, doi: 10.1016/j.intell.2008.08.004.Nordin M.N.B., Mustafa M.Z.B., Razzaq A.R.B.A. Relationship between headmasters' leadership, task load on special education integration programme teachers' job satisfaction // Universal Journal of Educational Research. 2020. Vol. 8, no. 8. Pp. 3398-3405. DOI: 10.13189/ujer.2020.080813.Nordin M.N.B., Mustafa M.Z.B., Razzaq A.R.B.A. Relationship between headmasters' leadership, task load on special education integration programme teachers' job satisfaction. Universal Journal of Educational Research, 2020, vol. 8, no. 8, pp. 3398-3405, doi: 10.13189/ujer.2020.080813.Pishchik V.I., Molokhina G.A., Petrenko E.A., MilovaY.V.d Features of mental activity of students – Esport players // International Journal of Cognitive Research in Science, Engineering and Education. 2019. Vol. 7, no. 2. Pp. 67-76. DOI: 10.5937/IJCRSEE1902067P.Pishchik V.I., Molokhina G.A., Petrenko E.A., MilovaY.V.d Features of mental activity of students – Esport players. International Journal of Cognitive Research in Science, Engineering and Education, 2019, vol. 7, no. 2, pp. 67-76, doi: 10.5937/IJCRSEE1902067P.Pujawan I.G.N., Suryawan I.P.P., Prabawati D.A.A. The effect of van hiele learning model on students' spatial abilities // International Journal of Instruction. 2020. Vol. 13, no. 3. Pp. 461-474. DOI: 10.29333/iji.2020.13332a.Pujawan I.G.N., Suryawan I.P.P., Prabawati D.A.A. The effect of van hiele learning model on students' spatial abilities. International Journal of Instruction, 2020, vol. 13, no. 3, pp. 461-474, doi: 10.29333/iji.2020.13332a.Rafique, H., Almagrabi A.O., Shamim A., Anwar F., Bashir A.K. Investigating the Acceptance of Mobile Library Applications with an Extended Technology Acceptance Model (TAM) // Computers and Education. 2020. Vol. 145. Number article 103732. DOI: 10.1016/j.compedu.2019.103732.Rafique, H., Almagrabi A.O., Shamim A., Anwar F., Bashir A.K. Investigating the Acceptance of Mobile Library Applications with an Extended Technology Acceptance Model (TAM). Computers and Education, 2020, vol. 145, number article 103732, doi: 10.1016/j.compedu.2019.103732.Selim H.M., Eid R., Agag G. Understanding the role of technological factors and external pressures in smart classroom adoption // Education and Training. 2020. Vol. 62, no. 6. Pp. 631-644. DOI: 10.1108/ET-03-2020-0049.Selim H.M., Eid R., Agag G. Understanding the role of technological factors and external pressures in smart classroom adoption. Education and Training, 2020, vol. 62, no. 6, pp. 631-644, doi: 10.1108/ET-03-2020-0049.Shearer B. Multiple intelligences in teaching and education: Lessons learned from neuroscience // Journal of Intelligence. 2018. Vol. 6, no. 3. Number article 38. Pp. 1-8. DOI: 10.3390/jintelligence6030038.Shearer B. Multiple intelligences in teaching and education: Lessons learned from neuroscience. Journal of Intelligence, 2018, vol. 6, no. 3, number article 38, pp. 1-8, doi: 10.3390/jintelligence6030038.Shearer C.B., Karanian J.M. The neuroscience of intelligence: Empirical support for the theory of multiple intelligences? // Trends in Neuroscience and Education. 2017. Vol. 6. Pp. 211-223. DOI: 10.1016/j.tine.2017.02.002.Shearer C.B., Karanian J.M. The neuroscience of intelligence: Empirical support for the theory of multiple intelligences? Trends in Neuroscience and Education, 2017, vol. 6, pp. 211-223, doi: 10.1016/j.tine.2017.02.002.Shepard R.N., Metzler J. Mental rotation of three-dimensional objects // Science. 1971. Vol. 171, no. 3972. Pp. 701-703. DOI: 10.1126/science.171.3972.701.Shepard R.N., Metzler J. Mental rotation of three-dimensional objects. Science, 1971, vol. 171, no. 3972, pp. 701-703, doi: 10.1126/science.171.3972.701.Sjölinder M., Höök K., Nilsson L.-G., Andersson G. Age differences and the acquisition of spatial knowledge in a three-dimensional environment: Evaluating the use of an overview map as a navigation aid // International Journal of Human Computer Studies. 2005. Vol. 63, no. 6. Pp. 537-564. DOI: https://doi.org/10.1016/j.ijhcs.2005.04.024.Sjölinder M., Höök K., Nilsson L.-G., Andersson G. Age differences and the acquisition of spatial knowledge in a three-dimensional environment: Evaluating the use of an overview map as a navigation aid. International Journal of Human Computer Studies, 2005, vol. 63, no. 6. pp. 537-564. doi: https://doi.org/10.1016/j.ijhcs.2005.04.024.Sorby S.A. Educational research in developing 3-D spatial skills for engineering students // International Journal of Science Education Engineering. 2009. Vol. 31, no. 3. Pp. 459-480. DOI: 10.1080/09500690802595839.Sorby S.A. Educational research in developing 3-D spatial skills for engineering students. International Journal of Science Education Engineering, 2009, vol. 31, no. 3, pp. 459-480, doi: 10.1080/09500690802595839.Waller D., Hunt E., Knapp D. The transfer of spatial knowledge in virtual environment training // Presence: Teleoperators and Virtual Environments. 1998. Vol. 7, no. 2. Pp. 129-143. DOI: 10.1162/105474698565631.Waller D., Hunt E., Knapp D. The transfer of spatial knowledge in virtual environment training. Presence: Teleoperators and Virtual Environments, 1998, vol. 7, no. 2, pp. 129-143, doi: 10.1162/105474698565631.

The authors declare that there are no conflicts of interest present.