| Summary: | This study reported on development and evaluation of a learning program that integrated a multidimensional diagnostic assessment with two different learning interventions with the aim to diagnose and improve three-dimensional mental rotation skills. The multidimensional assessment was built upon the Diagnostic Classification Model (DCM) framework that can report the binary mastery on each specific rotation skill. The two learning interventions were designed to train students to use a holistic rotation strategy and a combined analytic and holistic strategy, respectively. The program was evaluated through an experiment paired with multiple exploratory and confirmatory statistical analysis. Particularly, the recently proposed joint models for response times and response accuracy within dynamic DCM framework is applied to assess the effectiveness of the learning interventions. Compared with the traditional assessment on spatial skills, where the tests are timed and number correct is reported as a measure for test-takers' performances, the developed dynamic diagnostic assessment can provide an informative estimate of the learning trajectory for each participant in terms of the strengths and weaknesses in four fine-grained spatial rotation skills over time. Compared with an earlier study that provided initial evidence of the effectiveness of building a multidimensional diagnostic assessment with training tools, the present study improved the assessment and learning intervention design. Using both response times and response accuracy, thus current study additionally evaluated the newly developed program by investigating the effectiveness of two interventions across gender, country and rotation strategy.
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