本研究探討測驗的維度呈現型式對於個體的心像旋轉認知處理的影響，並以不同年級與性別觀之，以觀察可能有的交互作用。
本研究對象為國小四、五、六年級學生共452位學生，實施自編的電腦化心像旋轉測驗共20題，受試者同時接受兩種維度呈現（2D與3D動畫）的試題，以重複測量的三因子（試題維度、年級、性別）變異數分析測驗分數與測驗時間。
研究結果顯示，試題維度、年級、性別之間沒有顯著的三因子交互作用。在測驗分數方面，亦無顯著的二因子交互作用與測驗維度的主要效果，年級之間的差異表現在於五、六年級的測驗分數皆高於四年級，性別之間的差異表現在於男童的測驗分數高於女童。在測驗時間方面，測驗維度與性別以及性別與年級分別呈現顯著的二因子交互作用，顯示女童的測驗時間在五年級時顯著地多於男童，而男童在五、六年級的測驗時間多於其四年級，女童的五年級測驗時間分別多於其四、六年級。另外，測驗分數與測驗時間在各種分組情形下皆顯示正相關，表示得分越高者，所需時間越多；反之亦然。
研究主要結論為，心像旋轉測驗分數存在性別與年級差異，即男童分數高於女童，且男女童的測驗分數均於五年級時開始顯著提高，表示心像旋轉於青春期開始顯現差異。測驗時間則存在較為複雜的二因子交互作用，但使用3D動畫呈現型式可以減緩在測驗時間上的認知負荷與性別差異，男女童僅在五年級時表現最大的測驗時間差距。測驗分數與測驗時間的正相關顯示，測驗時限與測驗結果很有關聯。
引此本研究建議，於教材訓練與測驗編撰、各種介面設計、商品設計與訊息、媒體與廣告、公共安全警示標誌等範疇上，應考慮維度呈現形式的識別速度、年齡、性別的差異與時限。

The study explored the effects of dimensionality of the mental rotation test items on the subjects’ performance, and took grades and genders into account to observe their potential interaction effects.
There were 452 students of grades four, five, and six. The computerized mental rotation test was consisted of 10 pairs of 20 items, having the same item being presented in traditional 2D and 3D dynamic formats and resulting in two items as a pair. With this design, the subjects received both 2D and 3D dynamic items, therefore the repeated measures three-way analysis of variances was adopted to analyze the test scores and test time.
The results showed that, there was no significant three-way interaction at all. For test scores, there were no significant two-way interaction and no main effect of dimensionality, the test scores of grades five and six were higher than those of grade four, and the boys’ test scores were higher than the girls’. As for the test time, there were significant two-way interaction between dimensionality and genders, and genders and grades, resulting in that the girls’ test time was more than the boys’ in grade five, the boys’ test time in grades five and six were more than their grade four, and the girls’ test time in grade five was more than their grades four and six. Moreover, the correlation coefficients between test scores and test time were positive in all grouping conditions, meaning that the higher the test score is, the more the test time required, and vice versa.
The main conclusions were that, there were gender and grade differences in mental rotation scores, that is, boys were higher than girls, and test scores were significantly higher since grade five for both genders, which implied that the mental rotation started to differentiate during the puberty. The conclusions also suggested significant two-way interaction in test time, but the 3D dynamic format may decrease the cognitive loading and gender differences in test time, and both genders manifest the largest difference of test time required in grade five only. The positive correlation between test scores and time suggested that the time limit would be crucial in subjects’ performance.
The conclusions suggested that, for the dimensionality of presentation, it is necessary to consider the speed of recognition, gender and age differences, and to adaptively arrange the materials, media, designs and time limit in teaching, training, testing, games, propaganda, and public safety and alert signs.

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