# overview
Dr. Burte researches individual differences in spatial thinking and how those differences impact STEM learning. Within spatial thinking, she develops psychometric and self-report measures of spatial thinking. Using those measures, Dr. Burte researches individual differences in perspective-taking, sense-of-direction, and strategies when navigating in real-world environments. Within STEM learning, she collaborates with subject-matter experts to understand the role of spatial thinking in how college students learn physics, elementary students learn math, and college students learn algebra. Finally, Dr. Burte uses User Experience (UX) methods to help those subject-matter experts with iteratively developing learning interventions, such as the Augmented Reality (AR) classroom.

# keywords[]
4607 Graphics, Augmented Reality And Games

# keywords[]
Stem Cell Research - Nonembryonic - Non-human

# keywords[]
4607 Graphics, Augmented Reality And Games

# educationAndTraining[].organization.label
University of Alberta - (Edmonton, Alberta, Canada)

# educationAndTraining[].organization.label
University of California, Santa Barbara - (Santa Barbara, California, United States)

# educationAndTraining[].organization.label
Tufts University - (Medford, Massachusetts, United States)

# educationAndTraining[].organization.label
University of California, Santa Barbara - (Santa Barbara, California, United States)

# publications[].label
An augmented reality application and experiment for understanding and learning spatial transformation matrices

# publications[].label
Connecting spatial thinking to STEM learning through visualizations

# publications[].label
Enhancing Usability in AR and Non-AR Educational Technology: An Embodied Approach to Geometric Transformations

# publications[].label
How sense-of-direction and learning intentionality relate to spatial knowledge acquisition in the environment.

# publications[].label
Individual Differences in Large-Scale Spatial Abilities and Strategies

# publications[].label
AR-Classroom: Investigating User-App-Interactions to Enhance Usability of AR Technology for Learning Two and Three Dimensional Rotations

# publications[].label
Revisiting the Relationship between Allocentric-Heading Recall and Self-Reported Sense of Direction

# publications[].label
Learning Spatial Transformations and their Math Representations through Embodied Learning in Augmented Reality

# publications[].label
Individual differences in spatial abilities across different scales of space

# publications[].label
Elementary teachers' attitudes and beliefs about spatial thinking and mathematics.

# publications[].label
An Augmented Reality Application and User Study for Understanding and  Learning Spatial Transformation Matrices

# publications[].label
The Map in Our Head Is Not Oriented North: Evidence from a Real-World Environment.

# publications[].label
Make-A-Dice Test: Assessing the intersection of mathematical and spatial thinking.

# publications[].label
Learning Geometric Transformations for Parametric Design: An Augmented  Reality (AR)-Powered Approach

# publications[].label
Knowing when to fold 'em: Problem attributes and strategy differences in the Paper Folding test

# publications[].label
Location memory for dots in polygons versus cities in regions: evaluating the category adjustment model.

# publications[].label
The Neural Basis of Individual Differences in Directional Sense.

# publications[].label
Think3d!: Improving mathematics learning through embodied spatial training.

# publications[].label
Self-reported navigation ability is associated with optic flow-sensitive regions' functional connectivity patterns during visual path integration.

# publications[].label
Individual and Strategy Differences in an Allocentric-Heading Recall Task.

# publications[].label
Alignment Effects and Allocentric-Headings within a Relative Heading Task

# publications[].label
Learning Geometric Transformations for Parametric Design: An Augmented Reality (AR)-Powered Approach

# publications[].label
Design and Evaluation of an Augmented Reality App for Learning Spatial Transformations and their Mathematical Representations

# publications[].publisher
Institute of Electrical and Electronics Engineers (IEEE)

# researcherOn[].awardedBy.label
Texas A&M University - (College Station, Texas, United States)

# researcherOn[].label
Using Augmented Reality and Artificial Intelligence to Improve Teaching and Learning Spatial Transformations in STEM Disciplines

# researcherOn[].awardedBy.label
National Science Foundation - (Arlington, Virginia, United States)

# streetAddress
Psychological & Brain Sciences; 4235 TAMU; 