No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
The Development and Assessment of a Course for Enhancing the 3-D Spatial Visualization Skills of First Year Engineering Students
Abstract
In January 1993, we received NSF funding to develop a pre-graphics course for freshman engineering majors who are weak in 3-D spatial visualization skills. A text and computer lab exercises utilizing I-DEAS software were written specifically for this course. The course is 3-credits (quarter system) with two hours of lecture and two hours of computer lab each week. It was offered at Michigan Technological University (MTU) for the first time during the 1993 Fall term and has been offered each fall since that time. The objective of the course is to provide the prerequisite spatial skills needed by students to succeed in their subsequent engineering graphics courses. Assessment for the course has been continuous. Recently, a six-year longitudinal study was conducted to determine the overall success of this project. This paper will describe the project and the assessment findings from the longitudinal study.
... Although the current project focuses on an introductory engineering graphic communications course, it is imperative to highlight that graphic communications has become an integral component of technology and engineering education curricula as well as directly and indirectly related to the International Technology and Engineering Educators Association's (ITEEA, Technological Design-have CAD-specific objectives that will influence the future Science, Technology, Engineering, and Mathematics (STEM) workforce (ITEEA, 2021;Sorby & Baartmans, 2000;Busby et al., 2013). The ability to mentally rotate objects is a critical skill in effective engineering (Sorby, 2007). ...
... Additionally, these courses allow students to enhance their visualization and mental rotation abilities (Marunic & Glazer, 2012), promoting success in technology and engineering programs (Sorby, 2007). Engineering graphics courses are typically provided in the first two years of post-secondary technology and engineering teacher educator programs, engineering, or engineering technology programs because success in the engineering graphics course, in addition to the development of spatial abilities, is closely related to success in such degree programs (Sorby & Baartmans, 2000;Min et al., 2011). Early success is an asset for the positive experiences of underrepresented minorities, females, and first-generation college students. ...
... Spatial visualization is "the ability to mentally manipulate, rotate, twist, or invert a pictorially presented stimuli" (Mcgee, 1979, p. 893). Spatial visualization skill is vital among engineers as they experience higher-level thinking, reasoning, and creative processes (Sorby, 2007) and is malleable through training (Sorby & Baartmans, 2000;Sorby et al., 2013). Incorporating enhanced resources for students can improve their spatial visualization ability and, therefore, their performance in technology and engineering education courses. ...
Success in post-secondary engineering graphics courses in technology andengineering often relies on self-efficacy, academic success, and mental rotationabilities. Using a facilitative instructor model, the Improving UndergraduateSTEM Education (IUSE) team applied active learning modules as supplementalmaterial at two post-secondary institutions in the United States of America, thenused a quasi-experimental design iterative study approach to investigate impactsin an introductory engineering graphics course. Active learning modules werecomposed of ten units that engaged students through relatable examples andpractices of foundational principles and applications of engineering graphics thatare heavily applicable to the Standards for Technological and EngineeringLiteracy. The modules were presented to students through an online learningmanagement system that encouraged elements of self-regulated learning.Measurements of self-efficacy, mental rotation ability, and academic successwere gathered. Differences in academic and non-academic indicators wereexamined in combination with students at risk of non-matriculation and studentsnot at risk of non-matriculation subgroups. Results from paired t-tests supportedprevious findings that there are positive impacts of supplemental materialsavailable to students. Students at risk of non-matriculation benefited from thecombination of active learning modules and supplementary video tutorialsresulting in greater self-efficacy and higher final exam scores than at-riskstudents whose modules did not include video tutorials. Students not at risk ofnon-matriculation had higher levels of self-efficacy and mental rotation abilitywhen video tutorials were not included. With this information, engineering,engineering education, and other STEM programs can model elements of activelearning modules to promote early student success in both subgroups.Furthermore, the IUSE team has published the material through open access foreducators and students to utilize.
... Findings from large-scale studies such as Project TALENT highlight the need to investigate the extent to which spatial skills training can facilitate improvements in performance in a range of STEM tasks. Motivated to explore the connection between spatial skills and success in engineering majors, Sorby and Baartmans [8] developed a spatial visualization course for first-year engineering students, which emphasized sketching and interacting with 3D models of geometric forms. Their data showed the course developed students' spatial skills, which were correlated with improved performance in graphics courses and an increase in the engineering major's retention rate (especially for female students) [8]. ...
... Motivated to explore the connection between spatial skills and success in engineering majors, Sorby and Baartmans [8] developed a spatial visualization course for first-year engineering students, which emphasized sketching and interacting with 3D models of geometric forms. Their data showed the course developed students' spatial skills, which were correlated with improved performance in graphics courses and an increase in the engineering major's retention rate (especially for female students) [8]. These very encouraging results led to another three-year study conducted with middle school students which showed 50th Annual Conference in September 2022 945 that students who took part in the training significantly improved their spatial skills compared to those who did not [7]. ...
... This could suggest that the training reduced their spatial and math anxiety levels. A study from 2019 [8] demonstrated that spatial anxiety relates to spatial strategy avoidance in solving mathematical problems which negatively influences math success, math anxiety and math avoidance. There is also some evidence that girls who perform lower in maths may be at higher risk for developing math anxiety than are similarly performing boys [1]. ...
Spatial skills have been shown to strongly predict STEM attainment and can therefore be a determining factor in choosing to pursue high-paying engineering careers. This strong reliance on them particularly limits students with low spatial skills – a group over-represented by girls and students of low socioeconomic status. It has also been demonstrated that spatial training leads to meaningful improvements in skill development. In Ireland, as in most countries, spatial thinking is not explicitly taught at the pre-college level, even though it could influence students’ eventual career paths. Currently, only a person’s previous experiences outside the classroom influence skill development. In order to increase the number of students who select engineering and other STEM occupations as a career path, an explicit emphasis on training spatial thinking is likely to be very beneficial in precollege education. An established spatial intervention course was selected for delivery to secondary schools in Ireland. Through training and ongoing support, teachers’ spatial skills, and pedagogical content knowledge for spatial thinking are being developed to be shared with their students, leading to an increase in students’ spatial skill level and future employment opportunities.
... Spatial skills allow students to mentally visualize word problems and translate problem statements into mathematical equations (Duffy, Sorby, & Bowe, 2020). These skills are also necessary for understanding and interpreting engineering graphics (Sorby & Baartmans, 2000) and for computer programming (Román-González et al., 2017). In their study of the impacts of including spatial instruction in an engineering course, Hsi et al. (1997) found that an intervention to target spatial skill development improved students' course grade and their spatial reasoning skills. ...
... The MCT, PSVT:R, and MRT have all been used by various researchers to understand the spatial ability skills of engineering students. Since 1996, Sorby and Baartmans (2000) have used the MCT and the MRT as pre-and post-tests in their preparatory spatial visualization course at Michigan Technological University (MTU) to help support students' spatial skill development before taking engineering graphics courses. Sorby et al. (2020) also used the MCT to measure chemical engineering students' spatial ability to understand the relationship between spatial skills and problem solving and between spatial ability and gender. ...
The purpose of this study was to examine any differences in test scores between three different online versions of the Mental Cutting Test (MCT). The MCT was developed to quantify a rotational and proportion construct of spatial ability and has been used extensively to assess spatial ability. This test was developed in 1938 as a paper-and-pencil test, where examinees are presented with a two-dimensional drawing of a 3D object containing a cutting plane passing through the object. The examinee must then determine the cross-sectional shape that would result from cutting along the imaginary cutting plane. This work explored three versions of this test (the original and two adapted versions), administered online, to see if there were any differences on the versions regarding student performance. Versions differed in the linework quality displayed as well as shading shown on the surfaces. This study analyzed statics students’ scores on the three online versions of the MCT and on the original paper version of the MCT to identify which version of the test may be most optimal for administering to engineering students. Results showed that there was a statistically significant difference in students’ scores between multiple versions. Understanding which representations of the MCT items are most clear to students will provide insights for educators looking to improve and understand the spatial ability of their students.
... And in addition to its purpose to represent and manipulate information in learning, it is useful for problem-solving [3][4][5][6]. This ability may be innately developed, but it has been shown that most people can acquire and improve it through practice [7], especially among students who initially have weak skills [8] and appropriate material [9][10][11]. ...
... Both, DAT-5 and MRT will be applied to measure visual ability and mental rotation before and after the collaborative graphic simulation experience. These instruments have been widely used in research that measures the spatial abilities of engineering students [7,15,42,43], contrasted and validated in different academic locations and has a version translated into Spanish (used in this research). ...
Engineering and architecture education deals with a great challenge, to develop students’ spatial abilities. Although there is an innumerable list of three-dimensional CAD software that seems to overcome this need, the ability to mentally visualize their ideas allows providing solutions faster and in greater detail. At the same time, graphic subjects need to adapt teaching to favor skills such as teamwork and problem solving, while students face how to understand theoretical content that is abstract to them. This research explores a collaborative graphic simulation proposal through Project-Based Learning that responds to the set of needs to determine if the graphic simulation of a real object can improve the spatial skill. The quasi-experimental research involved 29 undergraduate engineering students. The CoGraphS scale was designed and validated to measured student perception towards their involvement in a collaborative graphic simulation and MRT and DAT tests were applied to measure pre and post spatial and mental rotation skills. Descriptive analysis and Student’s t statistic were applied to define the sample perception and to verify the improvement of spatial abilities. Multiple linear regression analysis was conducted to examine correlations among PBL variables and students’ satisfaction with the process, result, motivation and communication. The results provide evidence of a positive relationship between the experience and the improvement of spatial skills. The manuscript contributes and discusses the influence of a series of variables that have not yet been widely discussed in the PBL in engineering.
... In this case, these three-dimensional mental images are combined, rotated, and modified. Therefore, spatial visualization abilities (Sorby & Baartmans, 2000) are required and viewed as a requirement for engineering graphics courses (Contero et al., 2005). ...
... Apart from the tasks required for familiarization in the use of engineering drawings, we highlight the specific practices for enhancing spatial abilities. The guidelines by Sorby and Baartmans (2000) or Martin-Dorta et al. (2011) can be taken into account here. In addition, practices in project-based leaning subjects provide an adequate environment to encourage students to perform functional decomposition of a design, as well as the characteristics of a given design. ...
Visual literacy is essential for engineers. Technological professions have important visual characterization, both in the transmission of information and problem-solving. This means that future engineers must be proficient at communicating, thinking, and learning visually. However, engineering curricula takes partially the need to have visually literate students.
The VLEE project was established to develop learning resources to enhance engineers’ visual skills and abilities. VLEE recently published the ‘Visual literacy for Engineering Education Competence Framework’, which, for the first time, addresses visual literacy learning specific to engineering. Our approach offers new opportunities for engineering students, following competency-based education, and attempts to contribute to a campus-wide collaborative effort to develop students’ communication, learning, and critical thinking skills using visual materials.
This guide is considered relevant for all educators and experts in engineering education in order to help them successfully tackle the challenges that future professionals will inevitably face in the 21st century.
... It is known that the visualization skill is an important tool required for engineers to project and design effectively (Hsi et al. 1997;Zgoul and Kilani 2009). The ability to visualize problems is essential for engineering students (Sorby and Baartmans 2000;Baranová and Katrenicová 2018), as it is linked to their future success in their professional work (Adanez and Dias Velasco 2002). In addition to traditional visualization methods linked to engineering design (Lord 1985), nowadays, improved visualization skills are important (Sorby and Baartmans 2000). ...
... The ability to visualize problems is essential for engineering students (Sorby and Baartmans 2000;Baranová and Katrenicová 2018), as it is linked to their future success in their professional work (Adanez and Dias Velasco 2002). In addition to traditional visualization methods linked to engineering design (Lord 1985), nowadays, improved visualization skills are important (Sorby and Baartmans 2000). Therefore, there are other approaches based on the inclusion of Information and Communication Technology (ICT) and innovative technologies which influence the teaching-learning process in graphical engineering subjects, such as videogames (Feng et al. 2007), multimedia technologies (Gerson et al. 2001), CAD applications (Chester 2007) and virtual and augmented reality (Chen et al. 2011) among others. ...
Augmented reality and virtual reality are innovative technologies applied to the area of graphic expression with increasing influence on the teaching–learning process. Although these innovative resources enable new forms of teaching, it remains unclear how these artificial applications can impact students’ motivation. The aim of this paper was to evaluate how virtual exercises increase the motivation level in different typologies of university students. The sample was composed of graduate (master’s degree) and undergraduate students (three engineering degrees) of the University of Cordoba. These tools were available to students through four devices: mobile phones, tablets, computers and virtual reality goggles. The motivation of the students was evaluated through the modified Instructional Materials Motivation Survey by the attention, relevance, confidence and satisfaction motivational model. The results obtained through a 5-point Likert scale showed that these innovative resources significantly improved the students’ motivation level, especially concerning the ‘relevance’ aspect (M = 4.01; SD = 0.98). The virtual resources also increased the understanding of the exercises and their spatial vision (M = 3.80; SD = 1.14). Of the total sample, 63.83% students considered the virtual reality goggles as the most suitable device to visualize graphic expression exercises.
... This includes the ability to extract information from advanced mechanical drawing concepts like machining, symbols of texture and welding. According to Sorby and Baartmans [5], it is critical for students to understand how to interpret engineering drawings, particularly those presented in 3-D, in order to detect defects in machine parts and understand how they would appear if they needed to be redesigned. This means that students should consider interpretation to be a meta cognitive skill for solving mechanical drawings and manufacturing machine parts. ...
There is great presence of misinterpretation of drawings, line types and application of drawing symbols among engineering graphics and design students. This is testament to the low pass rate in the sectional mechanical drawings where students are expected to apply different line types and drawing symbols to communicate a cast machine drawing. The purpose of this study was to understand how Engineering Graphics and Design (EGD) students interpret machine drawings from the scope of Engineering Graphics and Design. A case of first year preservice teachers in a university was used in this study to look at the extent to which students can interpret mechanical drawings which is the most complicated topic in machine drawings. Data was collected through classroom observations and students' daily exercises (sectional mechanical drawings). Two lessons were observed, and students' portfolio was used to collect data. Narrative analysis was used to analyse classroom observations and checklist were used to analyse students' activity portfolio to identify how they interpret Sectional Mechanical Drawing. The study found that most students lack relevant manipulative and spatial skills that are necessary for Sectional Mechanical Drawing. Moreover, they have a challenge to activate their cognitive capabilities that would help them to see how machine parts are to be drawn when subjected to sectioning. This was mostly attributed to the lecturer's way of teaching about machine drawings. Thus, a more student-centred approach coupled with guided discovery method is recommended to assist students in interpreting mechanical drawings.
... An Irish national study (Bowe et al., 2016) highlighted the underdevelopment of spatial skills in secondary schools. Therefore, the purpose of this study is to develop spatial skills at secondary level by implementing an established course, named Developing Spatial Thinking (DST), initially designed for undergraduate engineering students (Sorby & Baartmans, 2000). This course has been chosen due to its previously determined effectiveness in developing secondary school students spatial skills and motivating more female students to enrol in science and mathematics subjects (Sorby, 2009). ...
High spatial skills have been directly linked to enhanced performance in STEM disciplines, with improvements in spatial skills linked to an increase in female retention at the university level. Spatial skills development and direct training are well researched and implemented within university level engineering education but are less defined at earlier stages of education. It is hypothesised that a spatial intervention implemented at the secondary level could be beneficial in order to boost student performance in STEM, where it still influences their interest in subjects and future career paths. The purpose of this paper is to present the implementation process of a spatial intervention in Irish secondary schools and the initial analysis of combined teacher and student data. The intervention was implemented with Transition Year (aged ~15 to 16 years old) students. Fifty teachers undertook a tailored professional development training to prepare them to deliver the spatial skills intervention, some of which then took part in various qualitative data gathering activities. The intervention was delivered to approximately 1500 students. They were administered a range of psychometric tests, including multiple spatial tests and a fluid reasoning test to investigate their development in a variety of cognitive aspects. This paper will focus on investigating the possible relationships between teacher spatial ability and student gains in spatial ability. The findings of the study were positive, indicating the successful implementation of the intervention and showing promise for future iterations.
... The spatial intervention used was originally developed by Prof. Shery Sorby (Sorby & Baartmans, 2000) for use with third level engineering students, so another aspect of this study is to examine the suitability of the course content for secondary level. It involves 10 modules focussing on different aspects of spatial thinking. ...
Spatial skills development has been widely examined throughout the literature, with evidence suggesting many cognitive abilities are malleable and can be improved through targeted solutions. Some previous examples of intervention studies have been shown to reduce the gap between genders, and those of a lower socioeconomic status where the training increased spatial ability, as well as in discipline-specific educational performance. These findings align with many national agendas for STEM diversity, which strive to increase participation and performance of such under-represented groups in STEM. With a lot of research being conducted around spatial skill development within a university level setting, or outside of a formal educational context completely, the applicability of such training interventions in a secondary level school context is unclear. With secondary level education aiming to develop many cognitive abilities, including spatial ability as outlined in curriculum documents, the implementation of such an intervention could improve student outcomes and add value to the educational experience of the students. With the time-sensitive nature of secondary level schooling, there are many concerns around the amount of time and effort that needs to be invested to successfully implement such an intervention. Through the piloting of a spatial training intervention, this paper focusses on the development of spatial skills within an upper secondary level setting in Ireland with 358 students aged 14-16 enrolled in the Transition Year programme and their 10 teachers. This paper examines the challenges of implementation of a specific spatial skills intervention, through a variety of lenses, including pedagogy based and performance based, and offers considerations for future research in the area. By looking from both teacher and student perspectives, we explore the issues encountered and offer suggestions to researchers conducting similar studies at secondary level.
... Skills in spatial and object visualisation are crucial in various academic disciplines, including design, engineering, art, and architecture. These abilities have been linked to higher order thinking and creativity, critical abilities in a wide range of fields [4]. Students majoring in interior architecture, architecture, and industrial design should develop the ability to visualize and produce 2D and 3D technical drawings. ...
Technical drafting knew as drafting in detailed drawing. It is essential for communicating ideas in the industry by using familiar symbols, units of measurement, notation systems, visual styles, and page layouts using Virtual Reality (VR). Interior Architecture students spend most of their time creating those physical models or digital models instead of creating and developing ideas. However, lack of research and knowledge on technical drawing is one of the reasons that hard to understand and explore for the beginner level student. This research aims to develop a new interactive virtual reality application that can be used in beginner-level technical drafting. Therefore, this project uses the ADDIE model to develop the application and collect data at the early and final stages. This study concludes that virtual reality applications for technical drafting can guide and become a source of information for students understanding technical drafting and developing space planning in interior architecture.
... This is because, the students can describe shapes, space, and perform ideas in visual forms. Students taking engineering course are surely good in drawing shapes and geometry, because engineering requires product drawing in producing work [17]. Besides that, the fourth-year students of School of Education, Faculty of Social Sciences and Humanities, UTM are students from engineering course that will be teachers at Vocational College. ...
This study was conducted to identify the significant differences between female students and male students who took the workshop's practical subjects. Therefore, three objectives of the study are to identify the multiple intelligences among students, the dominant of multiple intelligence in the workshop's practical subjects and to identify the significant differences between multiple intelligences and the gender of the 4th year student from School of Education, Faculty of Social Science and Humanities, Universiti Teknologi Malaysia in the subject practical workshop. The design of this study is a descriptive study using quantitative data. In this study, the population identified consists of 204 4th year students of the School of Education, Faculty of Social Science and Humanities who attended the Bachelor of Technology with Education in Mechanical Engineering (SPPJ), Buildings (SPPQ), Electrical and Electronic (SPPR) and Living Skills (SPPH). A total of 180 samples were identified based on sampling formula and the instrument used was a set of questionnaire with reliability value of α = 0.86 which contained 48 items in part B based on multiple intelligence and respondent demographic in part A. The study data was processed using Statistical Package for Social Sciences SPSS version 25 to get the results of the study in the form of descriptive analysis like percentage, frequency, mean score and standard deviation while inference analysis with independent T-test to find mean difference between gender. The findings show that each student has more than one intelligence for each respondent and the intelligence of Naturalist, Intrapersonal, Verbal Linguistics and Kinestatic Body is the dominant intelligence of the students. In addition, the findings showed that there was no significant difference between the multiple intelligences and the gender of the students. In conclusion, intelligence varies by individual and is unrelated to gender and intelligence can be enhanced through education and experience.
... This situation reveals the importance of developing the test in accordance with the characteristics of a particular group and testing its psychometric properties. What makes this test distinct from its antecedents is that while usually the same tests are used for different groups (Bakker, 2008;Battista et al., 1982;Ekstrom et al., 1976;Guay, 1977;Hegarty & Waller, 2004;Kozhevnikov & Hegarty, 2001;Lord, 1985;Sorby & Baartmans, 2000), the present test was developed specifically for university students studying at different programs/departments or candidate university students who plan to study programs that require spatial capability and to assess their professional competencies. In addition, several studies (e.g., Kim & Irizarry, 2021;Olkun et al., 2009;Patkin & Dayan, 2013;Sisman et al., 2021) have put forward the idea that spatial ability can be improved through well-designed training programs. ...
This study aimed to develop a useful test to measure university students’ spatial abilities validly and reliably. Following a sequential explanatory mixed methods research design, first, qualitative methods were used to develop the trial items for the test; next, the psychometric properties of the test were analyzed through quantitative methods using data obtained from 456 university students. As a result, a multiple-choice spatial ability test with 27 items and five options was created, divided into three subtests: spatial relations, spatial visualization, and spatial orientation. The results suggested that scores obtained from the spatial ability test and its subtests are valid and reliable.
... The importance of spatial abilities for STEM majors in general is well-established [2]. Spatial abilities are malleable and can improve with targeted training [3], and there is evidence that such training can improve retention and graduation rates [4]. Colleges and universities widely use the Purdue Spatial Visualizations Test: Rotations (PSVT:R) [5] to measure students' spatial abilities upon entry and recommend supplemental spatial training to low-scoring students [6]. ...
This NSF-IUSE exploration and design project began in fall 2018 and features cross-disciplinary collaboration between engineering, math, and psychology faculty to develop learning activities with hands-on models and manipulatives. We are exploring how best to design these activities to support learners’ development of conceptual understanding and representational competence in integral calculus and engineering statics, two foundational courses for most engineering majors. A second goal is to leverage the model-based activities to scaffold spatial skills development in the context of traditional course content. As widely reported in the literature, well-developed spatial abilities correlate with student success and persistence in many STEM majors.
We provided calculus students in selected intervention sections taught by four instructors at three different community colleges with take-home model kits that they could reference for a series of asynchronous learning activities. Students in these sections completed the Purdue Spatial Visualization Test: Rotations (PSVT:R) in the first and last weeks of their course. We also administered the assessment in multiple control sections (no manipulatives) taught by the same faculty.
This paper analyzes results from fall 2020 through fall 2021 to see if there is any difference between control and intervention sections for the courses as a whole and for demographic subgroups including female-identifying students and historically-underserved students of color. All courses were asynchronous online modality in the context of the COVID-19 pandemic. We find that students in intervention sections of calculus made slightly larger gains on the PSVT:R, but this result is not statistically significant as a whole or for any of the demographic subgroups considered. We also analyzed final course grades for differences between control and intervention sections and found no differences.
We found no significant effect of the presence of the model-based activities leading to increased PSVT:R gains or improved course grades. We would not extend this conclusion to face-to-face implementation, however, due primarily to the compromises made to adapt the curriculum from in-person group learning to asynchronous individual work and inconsistent engagement of the online students with the modeling activities.
... The course consisted of four hours of lab and lecture per week for ten weeks, computer lab manual, textbook, and instructional aids. The Preand Posttest responses were studied according to gender; spatial visualization skills improved overall but the gender gap continued to exist [18,23,24]. ...
... Later researchers have continued to investigate whether masculinized activities aid in performance on spatial tests, such as video game-based interventions (Gagnon, 1985;Subrahmanyam & Greenfield, 1994) or playing with male-typed toys such as Legos, Lincoln Logs, and Erector Sets as a child (Brosnan, 1998;S. A. Sorby & Baartmans, 2000). Interestingly, both Lego instruction booklets and many video games use projection graphics similar those used in the MRT. It is possible that some of these activities that are thought to be providing spatial experience are also providing graphics experience that is relevant to performance on many spatial tests. ...
Spatial ability has long been regarded as important in STEM, and mental rotation, a subcategory of spatial ability, is widely accepted as the cognitive ability with the largest gender difference in favor of men. Multiple meta-analyses of various tests of spatial ability have found large gender differences in outcomes of the mental rotation test (MRT). In this paper, we argue that more recent literature suggests that the MRT is not a valid measure of mental rotation ability. More importantly, we argue that the construct of “spatial ability” itself has been co-constructed with gender, and thus has not been devised in a neutral way, but in a manner that is influenced by gender beliefs. We discuss that though spatial thinking is also required in feminized fields, past research has cast spatial ability as only necessary in masculinized STEM fields. Due to a prevailing belief that spatial ability was an inherently male ability, researchers “selectively bred” some spatial assessment instruments to maximize gender differences, rather than to precisely measure a spatial construct. We argue that such instruments, of which the MRT is one, cannot validly assess between-group differences, and ideas about biological or evolutionary causes of sex differences in spatial ability lack empirical evidence. Instead, the co-construction of gender and spatial ability better explains observed patterns. We also provide recommendations for spatial researchers moving forward.
... The development of spatial skills is important in that they serve as tools to convey thoughts, ideas, and concepts to visualize and predict reality (Alias et al., 2002;Sorby, 1999). Almost all the spatial skills development theories agree on the use of CAD to develop spatial skills (Sorby 1999;Sorby, 2007;Sorby, 2006;Sorby, 2001;Sorby and Baartmans, 2000;Sorby, 2009;Kirst and Venezia, 2001;Becker, 1991;Garmendia et al., 2007;Mckin, 1980;Piaget, 1964). For example, Sorby (1999) postulates that activities such as playing with construction toys at a young age, 2D and 3D drafting classes, interacting with 3D computer objects contribute to the development of spatial skills. ...
BIM scholars have made a case for CAD as a prerequisite to understanding BIM. The argument is based on the fact that CAD competency will equip and motivate current and future professionals for BIM. Nevertheless, it is important to understand the differences between CAD and BIM. Without the understanding of the differences between CAD and BIM, it will be impossible to appreciate BIM knowledge and the need for BIM adoption and implementation. This chapter discussed what differentiates BIM from CAD, what constitutes the concepts of BIM, and the various BIM schools of thoughts. The chapter revealed that BIM is different from CAD because CAD models can be extracted from BIM models, BIM models are object-oriented, have parametric intelligence, are computable in nature, have unlimited (nth) dimensions, unlike CAD models that only have 3D, and can be developed as a discipline-specific model or a project database. The chapter also discussed that the description and definition of BIM have been confined within the boundaries of professional divides, responsibilities, and requirements. This has created three schools of thought on the concept of BIM. These schools of thought represent the divergent views of scholars on the concept of BIM. These schools of thought have provided insights that portray BIM as a software application and a digital database, collaborative design and construction process, and a construction project management system.
... In addition, this finding is in line with the finding of Yolcu and Kurtuluş (2010) that seeing the views of 3D shapes from different angles with 3D computer software increases the visualization ability. Similarly, with the finding that the success of the CAD modeling program is positively related to spatial skills (Branoff & Dobelis, 2012), 3D-related courses cause an increase in spatial skills (Orion et al., 1997), a high correlation between spatial ability and 3D modeling ability, (Huk, 2006) and spatial skills are associated with success in problem-solvingbased engineering education (Sorby & Baartmans, 2000). ...
The aim of this study is to examine the effect of virtual reality (VR) assisted robotic coding teaching, which is a different platform used in robotic coding education, on spatial visualization and coding skills. In order to achieve this aim, a research was designed according to the quasi-experimental design with pre-test post-test control group. 56 sophomore students studying in the Elementary Mathematics Teaching program were divided into experimental and control groups. In the experimental application, which lasted for 4 weeks in total, 8 hours of VR assisted robotic coding teaching was given to the experimental group. Students both created and coded the robots using virtual reality versions of the LEGO® Mindstorms EV3 robot sets. In the control group, the students physically used the LEGO® Mindstorms EV3 robot sets and coded the robots they prepared. Before and after the instruction, the spatial visualization and coding skills of the participants in the experimental and control groups were measured and their changes at the end of the process were examined. As a result of the research, it was determined that there was a significant increase in the coding skills and spatial development, spatial rotation and spatial view skills of the pre-service teachers in the Elementary Mathematics Teaching program, who designed and codes robots using virtual reality technology. Accordingly, it was concluded that the use of virtual reality technology instead of the physical sets used in robotic coding teaching had a similar effect on students' coding skills.
... For example, as previously mentioned, spatial skills are a key skill for success in STEM and underpin problem solving, creativity, innovation, and reasoning which are all key competencies for development in STEM education. Spatial skills can be developed through direct interventions which include term-long training courses (Sorby & Baartmans, 2000). These training courses have been used at upper post-primary level and in higher education to promote the development of spatial skills. ...
The pace of technological change over the past decade has been unprecedented with significant innovation and development across all facets of how people communicate, work, and live within their daily lives. There is good reason to believe that this trend of technological development will continue, where technologies that we use daily did not exist a decade ago, and in 10 years from now there will be additional technologies that have not yet been conceived. This change has particular implications for STEM careers and the nature of STEM learning as we consider future changes in how we live, work,and learn. This chapter aims to review the relevant policy documents and pertinent literature to highlight the progress in STEM education in Ireland and the direction of future travel within the ecosystem that supports STEM education. The chapter will consider programs from early years education to secondary education. Although, there are many actors in a comprehensive STEM ecosystem, this chapter will focus on the educational programs and how they are conceptualized, implemented, and evaluated. The chapter concludes by acknowledging the progress to date and emphasizing future challenges to ensure that the provision of STEM education in Ireland best serves the learners within to be confident and effective contributors to a global STEM ecosystem.
... Due to its importance, notable efforts have been devoted to enhancing visuospatial thinking skill among engineering students and practitioners. For example, by developing devoted learning material (e.g., a workbook 17 ), and modifying engineering graphics and CAD modelling courses [19][20][21][22] . ...
A way of presenting information in visual representations of technical systems influences the progress and the outcome of the engineering design process. Consequently, an improvement of the means by which information is utilized (generated and interacted with) during the process is one suggested approach of advancing engineering design. Although engineers’ interaction with information has been mostly visual, virtual, and cognitive, little is known about cognition (mental information processing) underlying generation of and interaction with visual representation of technical systems during engineering design. With the aim of narrowing this research gap, the presented study explored the effects of visual representations of technical systems to engineers’ brain activity while generating computer-aided design (CAD) models based on them. More precisely, brain activity of 20 engineers was monitored and analysed using electroencephalography (EEG) during the visuospatially-intensive design tasks of CAD modelling in two conditions; when technical systems were presented with orthographic and isometric projections in technical drawings. Significant differences and effect sizes were found among the total signal and individual band (theta, alpha, and beta) task related power (TRP) both when interpreting the projections in technical drawings and generating 3D CAD models from them. The results suggest that significant differences exist in brain activity when considering the individual electrodes, all the 14 electrodes cumulatively (the TRP across the cortex), the cortical hemispheres, and the cortical areas. In particular, the TRP was persistently higher when interpreting the technical drawing with orthographic projection and generating a CAD model from it. In addition, theta TRP in frontal brain area seems to be particularly important in distinguishing neurocognitive responses to the orthographic and isometric projections. As such, the conducted exploratory study grounds a basis for exploring engineers’ brain activity while solving visuospatially-intensive design tasks, whose segments are relatable to the aspects of visuospatial thinking. Future work will explore brain activity in other design activities that are highly visuospatial in their nature, with a larger sample size and an EEG device of a higher spatial resolution.
... Statistical studies, as well as formal, controlled studies support the influence of the arts and crafts on scientific innovation in STEM, independent of students' IQ or giftedness. Stimulating scientific creativity through visual thinking [3], [17], drawing [1], painting and sculpturing [4], or auditory training [2] can help STEM students acquire new problem solving strategies and succeed. In the context of visual diagnostics, for example, formal art observation training is applied to improve medical students' skills [18]. ...
In cognitive psychology, creativity is an established and well-researched construct. Creativity is linked to openness to experience, and creating innovative solutions. It is this synthesis of prior knowledge and experience that reflects the core ideas of constructivist learning theory. Recently, the investigation and measurement of students' creative capacities has gained traction in computing. Although being creative is important in the solution of programming problems, creativity is neither embedded in computing curricula as a learning objective, nor established in competency-based educational practice. Assuming that creativity is a malleable component of competency, the present paper aims at investigating constructivist theories to help foster creativity as part of programming competency in computing. Accordingly, learning theories from Piaget, Vygotskiy, Bruner and Dewey were reviewed with regard to their perspective on human learning and the creation of new knowledge through connections. Their review and alignment with the context of programming education results in recommendations for pedagogical interventions, such as collaborative project work, social interaction, scaffolding, active learning, multi-sensory experiences, gamification, and authentic tasks. As a next step, these pedagogical approaches will be investigated with regard to their effects on the creativity of novice learners of programming.
... Los chicos tienen más probabilidades que las chicas de jugar con Legos cuando son niños, o de utilizar juegos de ordenador en 3D, o de asistir a clases prácticas de talleres, y son ese tipo de actividades las que proporcionan práctica para desmontar y volver a montar las cosas, el tipo de actividades que ayudan a una persona a desarrollar sus habilidades espaciales en 3D". Esta investigadora ha dedicado gran parte de su vida profesional a desarrollar y poner a prueba material didáctico con la finalidad de ayudar a los estudiantes a desarrollar habilidades espaciales, especialmente a las futuras ingenieras (a modo de ejemplo ver Sorby, 2009;Sorby y Baartmans, 2020). Sorby ha recibido numerosos premios y su trabajo tiene una enorme influencia en la actualidad, de manera muy notable en el campo de las ingenierías. ...
RESUMEN El presente manuscrito aborda el complejo tema de la cognición espacial, donde es frecuente encontrar diferencias de sexo (normalmente en beneficio del sexo masculino) desde edades tempranas. El trabajo comienza con una breve descripción de la figura de Sheryl Sorby y su magnífico legado, haciendo especial hincapié en su problema inicial, las proyecciones ortogonales. A continuación, se describe brevemente qué es una proyección ortogonal y su relación con la rotación mental. Se busca una explicación que permita entender las diferencias de sexo en las habilidades espaciales, insistiendo en las repercusiones que ello tiene, no solo en las carreras denominadas STEM (Ciencia, Tecnología, Ingeniería y Matemáticas), sino en todo el plan de estudios en general. El trabajo acaba mirando al futuro, con la esperanza de que todo el material de apoyo que está apareciendo en los últimos años, en buena medida gracias a las nuevas tecnologías, ayude en la eliminación de estas diferencias. 1. INTRODUCCIÓN Pocos testimonios me han impresionado tanto como el que ofrece Sheryl Sorby en su conferencia 'TEDx' de 2014 titulada "Reclutamiento de mujeres para la ciencia, la tecnología, la ingeniería y las matemáticas" (https://www.youtube.com/watch?v=cJZIhl28HFI). En esta conferencia, Sorby explica con gran franqueza su paso por las distintas etapas de su formación. Fue una alumna brillante en todas las asignaturas durante la etapa de primaria y secundaria. Esta situación duró hasta que entró en la universidad y se matriculó en una ingeniería. Fue entonces, por primera vez en su vida, cuando tuvo problemas importantes con una determinada asignatura de dibujo en la que tenía que hacer proyecciones ortogonales (un tipo de gráficos de ingeniería). ¡No daba crédito a lo que le estaba pasando! Especialmente por tratarse de algo que resultaba fácil para la mayoría de sus compañeros… Con esfuerzo, pudo superar su problema. Y no solo terminó la ingeniería que había comenzado, sino que permaneció como docente en la universidad y llegó a ganar una cátedra de la asignatura que tanto le costó aprobar. La historia de Sheryl Sorby, actualmente catedrática emérita de la Universidad del Estado de Ohio (USA), es ejemplar, lo que hace que su testimonio sea especialmente valioso. Su impactante conferencia acaba con consejos prácticos, dirigidos a padres y educadores, acerca de las actividades y de los juguetes que les convienen a sus hijos (fundamentalmente, los que les convienen a sus hijas): fomentar los juegos de arquitectura con bloques; implicar a las niñas en tareas espaciales prácticas; manipular, construir y dibujar objetos en 3D; jugar a videojuegos en 3D, utilizar mapas, y no el GPS, en las excursiones… ¡Una auténtica lección de humildad e integridad que debería hacernos reflexionar a todos! Igual de importante, según Sorby, es tener siempre presente el poder de las expectativas y decir a las niñas que pueden aprender esas habilidades igual que aprenden cualquier otra cosa...
... Arguably, one of the most well know explicit spatial training intervention is that of Sheryl Sorby and colleagues, which includes the completion of a workbook with chapters devoted to different aspects of spatial ability such as rotations and developments, mini lectures which are watched to provide instruction on the spatial tasks, and a computer software to aid the learners in the development of spatial skills (cf. Sorby & Baartmans, 2000). This has been implemented within 1 st year third level engineering courses for a number of years to improve retention rates and address the gender imbalance within engineering . ...
A colleague of mine is fond of saying that Education’s ultimate goal is the “betterment of the human condition”. I can’t think of a better sentiment for the introduction to the proceedings of the 39th Pupils’ Attitudes Towards Technology research conference. As Technology Education has a long and complex history with industry, trade, and vocation, its emergence and evolution into an element of compulsory general education has been a struggle. Any attempt at the betterment of the human condition requires an understanding of the political, social, and technical systems that dominate the zeitgeist of the time, but it also requires forward thinkers and doers that can chart a path forward and challenge the inequalities that exist or may exist because of our collective inaction. With so much of modern society, both collectively and individually, depended on the artifacts and systems that we’ve created, Technology Education has a vital role in ensuring that our students know that no matter how complex, seamless, or magical a technology may seem, that there are ways to deconstruct, understand, and re-design our own creations for the betterment of the human condition. The struggle is still real, as there are still times when I feel this community is balancing on the edge of uncertainty, I am continually reassured by the strong commitment demonstrated by the champions of Technology Education in the pages that follow. It has been an honour and a pleasure to have had the opportunity to play a small part in helping bring such an eclectic collection of thoughts together that no doubt will move us all a little closer to that ultimate goal.
... La importancia de las habilidades espaciales en el campo de la ingeniería se debe a que se ha encontrado una relación directa con el rendimiento académico, la motivación y el aprendizaje autorregulado de los estudiantes de dichas carreras profesionales (Wigfield et al., 2007y Zimmerman y Martinez-Pons, 1990. Se ha establecido además una relación directa con las tasas de éxito y retención de los estudiantes del primer año con el rendimiento académico en los cursos relacionados con la ingeniería gráfica (S. A. Sorby y Baartmans, 2000), pero además también con el éxito en otras asignaturas del primer año (Charles et al., 2020y S. Sorby et al., 2014. Varios autores han seguido reforzando la idea que comprender las formas espaciales y girarlas mentalmente en dos dimensiones comparándola con un modelo, o comprender que las relaciones espaciales en 3D son predictores para determinar el rendimiento académico y por ende el éxito universitario (Burton y Dowling, 2009y Potter et al., 2006. ...
Se ha demostrado que la Habilidad Espacial es un atributo y característica importante que toda persona interesada en la Ciencia, Tecnología, Ingeniería y Matemáticas (STEM) debe tener, pero además que tiene una relación directa con la tasa de éxito de los estudiantes universitarios en el primer año de ingeniería. El propósito de esta investigación es analizar los niveles de Habilidad Espacial que tienen los estudiantes de primer año de Ingeniería Civil de una universidad peruana y determinar la mejora de estos niveles a través de un entrenamiento corto basado en Realidad Aumentada (RA) y compararlo con el rendimiento académico. Se reclutaron 62 estudiantes de un total de 134 y el grupo experimental y el de control tuvieron 31 estudiantes cada uno. Se consideraron los componentes de Relaciones Espaciales y Visualización Espacial para ser medidos con el Test de Rotación Mental y el Test de Aptitud Diferencial. Para medir el rendimiento académico, se utilizó los datos de las calificaciones de cuatro asignaturas. Tras el entrenamiento, se evidenció una mejora estadísticamente significativa en los niveles de Habilidad Espacial del grupo experimental y en el rendimiento académico. La conclusión es que un entrenamiento corto y específico basado en RA no sólo mejora las Habilidades Espaciales, sino que también mejora el rendimiento académico
... Previously, there have been many studies carried out about learning and performance in various technical fields related to students' spatial visualization ability (SVA) such as engineering (Eliot & Smith, 1983;Hsi et al., 1997;Miller & Bertoline, 1991;Sorby & Baartmans, 2000), chemistry (Bodner & Guay, 1997), engineering drawing (Potter & Van Der Merwe, 2001), medical surgery (Eyal & Tendick, 2001), and computer animation (Din & Mokhtar, 2013;Huk et al., 2003;Rozimah, 2014). In such scenario, previous studies about SVA skill also observed in the context of cognitive development such as gender differences, cultural aspects, aptitude and experiences (Robichaux & Guarino, 2000;Alias et al., 2002a). ...
Disputes between residents and the management managing an apartment is an unresolved problem. Disputes may affect the quality and sustainability of the apartment’s physical structure. Improvement of the apartment facilities management (FM) is needed for quality and sustainable urban living. The purpose of this paper is to examine the critical success factors (CSFs) for quality facilities management (FM) in managing apartments in Malaysia by initially identifying what the critical considerations are. The data for this preliminary study was obtained from random samples of 52 respondents involving owners’ frontline representatives from various apartments’ official managing bodies in Selangor, Malaysia. The reliability and validity of the instruments were assessed by experts from academia and the industry. The results provided evidence that the survey instrument was reliable with an overall Cronbach’s alpha of more than 0.900. It was found that respondents felt that the expectation of residents was perceived as the highest crucial factor compared to other factors. In conclusion, the results revealed that the potential constructs would be developed as key performance indicators (KPIs) for quality facilities management (FM) in apartments, specifically in the local region
... Previously, there have been many studies carried out about learning and performance in various technical fields related to students' spatial visualization ability (SVA) such as engineering (Eliot & Smith, 1983;Hsi et al., 1997;Miller & Bertoline, 1991;Sorby & Baartmans, 2000), chemistry (Bodner & Guay, 1997), engineering drawing (Potter & Van Der Merwe, 2001), medical surgery (Eyal & Tendick, 2001), and computer animation (Din & Mokhtar, 2013;Huk et al., 2003;Rozimah, 2014). In such scenario, previous studies about SVA skill also observed in the context of cognitive development such as gender differences, cultural aspects, aptitude and experiences (Robichaux & Guarino, 2000;Alias et al., 2002a). ...
... Arguably, one of the most well know explicit spatial training intervention is that of Sheryl Sorby and colleagues, which includes the completion of a workbook with chapters devoted to different aspects of spatial ability such as rotations and developments, mini lectures which are watched to provide instruction on the spatial tasks, and a computer software to aid the learners in the development of spatial skills (cf. Sorby & Baartmans, 2000). This has been implemented within 1 st year third level engineering courses for a number of years to improve retention rates and address the gender imbalance within engineering (Sorby et al., 2013(Sorby et al., , 2018. ...
The development of spatial skills within STEM fields is of growing importance with studies showing correlation between spatial skills in adolescence and the attainment of advanced degrees in STEM later in life. The rising need for STEM professionals is well documented which leads to the question of how STEM attainment can be improved earlier in life, with this paper focussing specifically on secondary (12-18) level education. Much of the existing literature focusses on the development of spatial skills in higher education, leaving a gap in the knowledge base surrounding the applicability of such studies in a secondary level context. Many other questions also exist around the transfer of spatial skills development to general educational impact or success in specific subject areas, as well as the influence of the context in which the intervention was completed (subject specific or generic). To address this, this paper presents a review of the current literature to analyse the trends in the implementation of spatial ability training interventions and the various tests used to measure the impact of these. A specific lens will be taken to interrogate the applicability of these interventions at secondary level, with intervention context and methodologies being the main areas of focus in this review. The completion of this literature review will inform the design of a study on the impact of a spatial training intervention on transition year students (15/16 year old students taking an optional year of study at the start of Irish upper secondary-level education). This will help to scope possible challenges in the implementation of existing interventions and allow for the inclusion of most appropriate established measures of impact and transfer.
... Targeting spatial ability to improve knowledge acquisition is not a new concept. It was shown in a group of engineering students with poor spatial ability that participating in a dedicated course designed to enhance spatial ability through lectures and computer laboratories had a significant, positive effect on knowledge acquisition in their studies over the course of a year (Sorby & Baartmans, 2000). Research has already been conducted into developing teaching techniques that specifically aid student conceptualisation of complex neuroanatomy, including development of interactive 3D learning tools (Pedersen et al., 2013). ...
Introduction: In the last decade, medical student neuroanatomy knowledge has been below an acceptable level. Teaching interventions targeted towards factors relevant to learning neuroanatomy, such as spatial ability or motivation, may be developed to improve knowledge acquisition and long-term retention. This paper seeks to characterise the relationship between spatial ability, motivation and anxiety on learning neuroanatomy. Methods: Students (n = 131) enrolled in a neuroanatomy course (males n = 53; females n = 78; age = 22±6 [mean ± SD] years) completed a mental rotations test (MRT), condensed Motivated Strategies for Learning Questionnaire (MSLQ) and Depression, Anxiety and Stress Scales (DASS-21) survey to assess spatial ability, motivation and anxiety, respectively. Spearman correlations were calculated between students’ scores on these tools and examination/unit results. Results: Final unit score and perceived task value were weakly positively correlated (rs = 0.22, p = 0.016, n = 112), whereas final unit score and anxiety were weakly negatively correlated (rs = -0.22, p = 0.04, n = 82). There was a weak positive correlation between spatial ability and spatial MCQ results (rs = 0.232, p = 0.016, n = 108) but no other assessment modality. Conclusions: Targeting interventions to increase students’ perceptions of the value of learning neuroanatomy and to reduce anxiety will further improve student performance in this subject. Data from this report may guide the development of personalised educational techniques with the aim of improving knowledge acquisition. Future research into devising these interventions and characterising their effect on neuroanatomy learning would be beneficial.
... The Instrument: The study utilized a pre-and post-survey to measure student's abilities to engage in spatial reasoning. There are a number of pre-existing instruments designed to assess spatial intelligence, most notably the Purdue spatial visualization test (PSVT), a validated psychometric measure which has been frequently used to assess the first-generation of spatial reasoning pedagogy in engineering (Olkun, 2003;Sorby & Baartmans, 2000;Sorby, 2009). As cognitive understanding of spatial reasoning has evolved, however, researchers have called for new instruments to capture its complexities (Ness et al., 2017). ...
... However, it was expected that students would develop different cognitive skills over time due to differences in curricula. According to Sorby and Baartmans [34], individuals acquire spatial skills in three stages from childhood starting with how close the objects are to one another. Later, these abilities evolve to how an object will look like from different perspectives, and finally to combine these abilities with the concept of measurement. ...
Spatial visualization skills are considered essential for a variety of professional careers, especially those related with architecture, engineering, and construction (AEC). A number of studies have proven that these skills are progressively acquired by AEC students during their years in college, being necessary specific pedagogical approaches for this purpose. Other 3D native design software has been proved to exert a positive influence on the spatial abilities of students in several fields, such as fine arts or civil engineering. In the field of AEC, BIM software stands out as an appropriate tool for this purpose, as it supports 3D-native design. This study was conducted to clarify the influence that working with BIM models has on the spatial abilities of the students to visualize constructive components in 3D; it was hypothesized that the effect would be positive to some extent, as in similar disciplines. To that end, an experiment was conducted with 73 undergraduate students in construction engineering, who attended an intensive 4-week workshop where they had to work with BIM models. The improvement in their spatial abilities was measured by the Mental Rotation Test (MRT) and, besides, a satisfaction survey was conducted. The results indicate that MRT scores improved between 3.8% and 15.5% and that students felt highly satisfied with this pedagogical approach. These results aim to help in implementing BIM in the academic curricula to maximize the educational outcomes of the students while gathering their assessment of BIM-based teaching methodologies.
... Similarly, male-typical play is perceived as more competitive, risky, and involving more construction and female-typical play is perceived as having a stronger focus on physical appearance, nurturance, and domestic skills (Blakemore & Centers, 2005). In addition, it has been argued that strong visuospatial skills are important for success in certain male-typical jobs such as those in the STEM fields (Shea et al., 2001;Sorby & Baartmans, 2000) and empathy and social skills have been associated with caring occupations that are female-typical (Mercer & Reynolds, 2002;Reynolds & Scott, 1999). Research has shown that these cognitive and social skills are malleable and can be improved by training (Brunero et al., 2010;Satterfield & Hughes, 2007;Uttal et al., 2013). ...
There are significant gender differences in both play behavior and occupational interests. Play has been regarded as an important medium for development of skills and personal characteristics. Play may also influence subsequent preferences through social and cognitive processes involved in gender development. The present study investigated the association between gender-typed play behavior in early childhood and gender-typed occupational interests in early adolescence. Participants were drawn from a British longitudinal population study, the Avon Longitudinal Study of Parents and Children. Participants were recruited based on their parent-reported gender-typed play behavior assessed at age 3.5 years. There were 66 masculine boys and 61 masculine girls, 82 feminine boys and 69 feminine girls, and 55 randomly selected control boys and 67 randomly selected control girls. At age 13 years, the participants were administered a questionnaire assessing their interest in gender-typed occupations. It was found that masculine children showed significantly more interest in male-typical occupations than did control or feminine children. Compared with control children, feminine children had marginally significantly lower interest in male-typical jobs. Masculine children also had significantly lower interest in female-typical jobs than did control or feminine children. The associations were not moderated by gender and were observed after taking into account sociodemographic background, parental occupations, and academic performance. The degree of gender-typed play shown by preschoolers can predict their occupational interests 10 years later following transition into adolescence. Childhood gender-typed play has occupational implications that transcend developmental stages.
Este artículo ofrece una visión general de la problemática de la brecha de sexo/género en las disciplinas STEM (en castellano, carreras CTIM -siglas de «Ciencia, Tecnología, Ingeniería y Matemáticas»), así como en las habilidades espaciales, más concretamente de la prueba de rotación mental (RM), tan relacionadas. Se destacan algunas medidas adoptadas en varios países con la finalidad de reducir dicha diferencia en estas disciplinas. El trabajo hace hincapié en algunas “intervenciones” concretas que ya han demostrado ser claramente efectivas: en la infancia, en la adolescencia y también en la edad adulta. El manuscrito puede leerse como continuación de un trabajo anterior publicado en esta revista (Chamizo, 2022).
In der beruflichen Bildung ist das Arbeiten mit Virtual Reality (VR) und Augmented Reality (AR) von Vorteil, um gefahrlos Arbeitsvorgänge zu erlernen. Ein ausschlaggebendes Potenzial von VR- und AR-Applikationen ist die Möglichkeit, komplexe Lerninhalte realistisch bzw. dreidimensional zu repräsentieren sowie Interaktionsmöglichkeiten mit virtuellen Objekten darzustellen. VR- und AR-Applikationen können insbesondere Menschen mit Lernbeeinträchtigungen unterstützen, da diese Lerninhalte schlecht imaginieren können. Jedoch wurde bisher kaum erforscht, ob VR- und AR-Applikationen die Lernleistung kognitiv Beeinträchtigter tatsächlich fördern. Deswegen wurde an Berufsschulen mit sonderpädagogischen Klassen eine quasi-experimentelle Feldstudie im Prä-Posttest-Design durchgeführt um zu untersuchen, ob Auszubildende mit immersiven VR- und AR-Applikationen effektiver lernten als mit einem nicht-immersiven Tablet-PC und wer die höhere Motivation und Technologieakzeptanz aufwies. Die Ergebnisse zeigen, dass sich die Lernleistung der immersiven Lernbedingungen nur bei kognitiv anspruchsvolleren, prozeduralen und den Lerntransfer fördernden Lerninhalten signifikant von der Tablet-Bedingung unterschieden. Motivation und Technologieakzeptanz waren generell beim Lernen hoch. Insbesondere unterschieden sich die Lernbedingungen bei Interesse, der empfundenen Kompetenz und der Einstellung gegenüber dem Lernmedium. Diese Befunde zeigen, dass Menschen mit Lernbeeinträchtigung durch das Lernen mit VR- und AR-Technologie gefördert werden konnten. Basierend auf den Ergebnissen wird diskutiert, wie immersive Lernmedien effektiv für das Erlernen prozeduraler Inhalte im Unterricht eingesetzt werden können.
This volume synthesizes and integrates the broad literature in the subdisciplines of developmental psychology. The volume features an opening chapter by the volume editor outlining the organization of the field, as well as a concluding chapter in which the volume editor outlines future directions for developmental psychology. This volume synthesizes the developmental psychological literatures in such areas as biological development, behavioral genetics, visual development, auditory and musical development, object perception, cognitive development, memory, spatial development, categorization, imitation, development of attention, reasoning, imagination, moral development, speech perception, syntax acquisition, and gesture.
هدفت هذه الدراسة إلى قياس القدرة المكانية وتحديد علاقتها بالتخصص الأكاديمي والتحصيل الدراسي والقدرات العامة لطلبة الهندسة وطلبة التربية الفنية في جامعة الملك فيصل في الفصل الدراسي الأول من عام 1434هـ. وتتلخص مشكلة الدراسة بأن القدرة المكانية لا تقاس قبل دخول الطالب للجامعة مع ارتباط هذه القدرة بالنجاح في تخصص الهندسة والتربية الفنية. وتكونت عينة الدراسة من طلاب السنة الثالثة في كلية الهندسة وكلية التربية-قسم التربية الفنية في جامعة الملك فيصل والبالغ عددهم (119) طالباً. واستخدمت هذه الدراسة مقياس بوردو المعدل للقدرة المكانية (The Revised Purdue Spatial Visualization Test). ووظفت الدراسة المنهج الوصفي لتقصي القدرة المكانية وعلاقتها بتخصص الطلاب، وتحصيلهم، وقدراتهم العامة. وقد بينت نتائج الدراسة أنه توجد فروق ذات دلالة إحصائية بين الطلاب في القدرة المكانية تبعا لمتغير التخصص، وهذه الفروق لصالح طلاب الهندسة، كما أظهرت النتائج أن الطلاب ذوي التحصيل العالي يتفوقون في القدرة المكانية على الطلاب ذوي التحصيل المنخفض. كما أظهرت أيضا، أن الطلاب ذوي القدرات العامة العالية يتفوقون في القدرة المكانية على الطلاب ذوي القدرات العامة المنخفضة.
The purpose of this study is to investigate the effects of Augmented Reality (AR) intervention on students' spatial skills and academic achievement. The study was conducted in a freshman technical drawing course at Mechanical Engineering Department. An exploratory quasi-experimental method was used for the study. The study was conducted in two groups (Experiment-Control) as a quasi-experimental pre-post design. The pre-test results were used only to determine the control group and the experimental group. The research process was conducted within a four-week experimental period, including a one-week pilot study. The researchers and lecturers who are recognised experts prepared the instruments. The drawings of the experimental and control groups were evaluated using the evaluation criteria prepared by the two expert lecturers of the course. In the evaluation, two types of scores were given to the students, namely "Academic Achievement Score" and "Spatial Ability Score". Using ANOVA, the effects of AR intervention on students' spatial skills and academic performance were examined over three experimental periods. There was a significant main effect for both groups with a large effect size (η2=.253). However, it was found that there was no significant effect between the control group and the experimental group on spatial skills. However, it was found that there was a significant interaction effect providing the interaction between time and group on spatial abilities. In addition, no statistically significant difference was found between the academic performance of the experimental group and the control group and no significant difference was found in the weekly measurements of the groups. It was suggested that AR applications are very useful for students' spatial skills in technical drawing.
El aprendizaje de la lectura es una de las herramientas fundamentales para
el éxito escolar y para el desarrollo personal. La lectura dialógica se sitúa dentro
de las teorías que destacan las interacciones personales como elementos generadores del aprendizaje. El propósito de este trabajo fue estudiar si mediante
la utilización de programas didácticos que integren la lectura dialógica en los
programas de enseñanza se adquiere un mejor aprendizaje de esta habilidad
lingüística. Se empleó un diseño cuasi-experimental de comparación entre grupos con medidas pretest y postest en el que participaron 112 alumnos con edades comprendidas entre los 6 y los 7 años. Los resultados apoyan el desarrollo
de modelos de enseñanza que integren la lectura dialógica en la práctica del
aula
This study examines how virtual pattern-making training enhances older adults’ spatial visualisation ability, depending on their ethnic background. Following receipt of IRB approval, a total of 600 female older adults were recruited to the study. To assess participants’ current spatial visualisation ability, a letter rotation test was employed both pre-test and post-test. A virtual pattern-making training video was developed using a virtual prototyping programme, Browzwear VStitcher. The training video explained the basic concept of virtual pattern-making with examples, and participants were then asked to watch the video between pre-test and post-test. The results of the two tests were compared using a paired sample t-test. The results found that, of the four ethnic groups, African American showed a significant improvement in letter rotation scores after the training. The findings of this study will contribute to the knowledge and understanding of virtual pattern-making in relation to older adults’ cognitive skills.
Spatial skills, the ability to encode, remember, and mentally manipulate the spatial features and relations of objects or space, are central to our daily functioning. They allow us to recall the location of car keys, navigate a route to work, and provide directions to the nearest restaurant or café. Spatial skills also are pivotal for academic achievement (e.g., Delgado & Prieto, 2004; Newcombe & Frick, 2010). They predict later math competence (e.g., Lauer & Lourenco, 2016; Mix et al., 2013, 2016; Verdine et al., 2014; Wang et al., 2021) and entry into the Science, Technology, Engineering and Mathematics (STEM) fields (e.g., Wai et al., 2009). Proficiency in visuospatial ability has long been associated with success in cognitively demanding educational tracks and occupations such as engineering, architecture, physics, chemistry, and surgery (e.g., Snow & Yalow, 1982; Sorby, 2001, 2009; Sorby & Baartmans, 2000) and is a salient characteristic of physical scientists (Gohm et al., 1998; Humphreys et al., 1993).
With the innovation of technology,
different interactive learning techniques are
becoming in trend for engineering education.
Some of these modern techniques include Flipped
Classrooms, Game Development Based
Learning, and Gamification. In this study, we
proposed a unique development learning
technique which is a combination of abovementioned techniques named as Hybrid E-Tower
Model. This approach is primarily designed for
active learning of students within Sirindhorn
International Institute of Technology (SIIT),
Thammasat University to strengthen interaction
among students-students and students-teachers.
A hybrid E-Tower model is proposed for the
motivation, engagement and conceptual learning
purposes of engineering students by suggesting a
design using aforementioned pedagogies on
Moodle Learning Management System tool.
These three pedagogical technologies (Flipped
Classroom, Game Development Based learning,
and Gamification) have an encouraging bump on
the students’ results including engagement,
enthusiasm, interaction, a center of attention and
achievements. We used Moodle learning
Management software to design Hybrid E-Tower
model. In this study, the response from the
students and educators is recorded to check the
acceptance level of this proposed Hybrid ETower model. Results showed that they
manifested strong motivations for continuity of
this modern interactive based learning model.
Hybrid E-Tower model is a Moodle web-based
learning application with the new education step
up idea.The number of stairs and floors is the
main idea of this Hybrid E-Tower Model.
Students get task after every three stairs and
earn points, badges, certificates, and many more
diffident real incentives such as medals,
certificates and scholarship opportunities for
enhancing their motivation and competency
level. The complete Hybrid E-Tower Model is
based on motivation elements of Gamification
such as points, certificates, leaderboards,
feedback, and social influence. The model is
suitable for multiple computational courses such
as Computer Engineering, Electronic
Engineering, and Civil Engineering etc.
Keywords: Hybrid E-Tower Model, Flipped
Classroom, Game development Based Learning,
Gamification, Blended Learning.
Learning about space is part of the teaching regimen in various elementary-level disciplines, including science and mathematics, in France and Quebec alike. Understanding space plays a central role in the ability to grasp a number of mathematical and scientific concepts. However, until now, few studies have focused on how to valorize it in class or on the milestones that can be used to guide the development of teaching sequences that promote students’ understanding of space. This article presents an empirical study of an activity-generating structure (AGS)—initially developed to help with the design and analysis of teaching sequences in mathematics—as a mechanism for designing and analyzing a science teaching sequence that aims to foster a better apprehension of space. Our experiment shows how the AGS allows us, first, to adapt a classic teaching sequence on the discovery of the compass in a way that promotes students’ acquisition of spatial understanding, and second, to analyze the impact of the adapted sequence on what students learn about space.
Three-dimensional visualization skills are critically important for success in engineering careers. Before a complex problem can be solved, the engineer must be able to visualize how all of the components in the system work and fit together. Unfortunately, studies have shown that the 3-D spatial visualization skills of women engineering students lag significantly behind those of their male counterparts. A variety of strategies have been implemented to enhance the spatial visualization skills of engineering students. Along with these strategies, the Mauá Engineering School (EEM) and Michigan Technological University (MTU), have been utilizing specific exams as a means of measuring spatial ability. At both schools, the tests were administered as a pre-test in the beginning of a freshman graphics course. At each university, background questionnaires were filled out by the students during the pre-test period. The questions asked of the students were related to those types of activities which are thought to develop spatial skills including: age, handedness, play with certain types of toys, previous geometry instruction, vocational training, work experience and participation in sports which involved putting an object in a specific place (e.g., soccer, basketball, etc.). Student responses were analyzed to determine their significance in the development of spatial skills as measured by the respective testing instruments. At EEM, the tests also revealed that there is a certain group of students whose spatial visualization ability was not significantly improved after a full year of graphics instruction. For these students, the traditional graphics courses are a source of frustration, since they typically have very weak visualization skills from the outset. In order to help these students attain a minimum proficiency in their spatial skills so that they can then actively participate in a traditional graphics course, new techniques must be developed which take into account their particular deficiencies. This paper examines gender differences in background and in visualization ability for students enrolled in the U.S. and in Brazil. The factors which seem to be significant in the development of visualization skills will be presented. Gender differences and other problems in visualization skills which cross international boundaries will also be described.
The positive impact of computer-based technology in education varies in part as a function of the individual abilities of users. A model is proposed for how individual differences are expected to affect performance when technology is introduced. The primary cognitive factor driving differences in performance using computer-based technology is spatial visualization ability. Four techniques for mitigating the negative impact of low spatial visualization are discussed. The use of spatial metaphors and graphical user interfaces are promising, but interface apparency, revealing hidden relationships and showing contingencies, and interface manipulatability, allowing users to directly manipulate objects and see intermediate steps, are the most likely to benefit individuals with low spatial visualization ability.
Several lines of previous evidence have suggested that androgens affect cognitive abilities. In an effort to characterize this defect, we compared 19 men with idiopathic hypogonadotropic hypogonadism with 19 control men and with five men with acquired hypergonadotropic hypogonadism that had developed after puberty. The 19 patients with idiopathic hypogonadism had markedly impaired spatial ability in comparison to either controls or subjects with acquired hypogonadism (P less than 0.05). Moreover, the spatial ability of the patients correlated positively with their testicular volume (P less than 0.05). Androgen-replacement therapy in six of the patients did not improve their spatial ability. The impairment in spatial ability in men with the idiopathic form of hypogonadotropic hypogonadism, the lack of such an impairment in men with the acquired form, and the failure to exogenous androgens to correct the deficits in the idiopathic form suggest that androgens exert a permanent organizing influence on the brain before or at puberty in boys.
Two groups of engineering students were tested for spatial ability (Mental Rotation Test = MRT). There were sex differences favouring males, similar to those seen in other academic programs. There were no significant sex differences in academic course performance, suggesting that differences in spatial ability as measured by the MRT do not have an impact on course performance. In addition, minimal experience with the mental rotation task produced large gains in performance and reduced the magnitude of sex differences. The results suggest that sweeping statements about the relation between differences in spatial ability and performance in science and mathematics subject areas, especially with reference to females, must be viewed with caution.
Many believe that spatial reasoning and visualization contribute to success in engineering. To investigate this view, we a) studied how students in engineering and engineers in professional practice solved spatial reasoning problems, b) designed and implemented spatial strategy instruction, and c) characterized the impact of spatial instruction on engineering course performance. In the span of 4 years, over 500 students have used our spatial strategy instruction that includes hands-on activities, innovative computer courseware, and problem-solving assessments. We studied 153 students in an introductory engineering course. Overall, students made significant progress in spatial reasoning. In addition, gender differences in the ability to generate orthographic projections on the pre-test disappeared on the post-test. Spatial reasoning ability was a significant predictor of overall course grade, and strong spatial skills were necessary for success on the course exams. Spatial strategy instruction helps students build a repertoire of approaches for engineering problem solving and contributes to confidence in engineering, especially for women. We recommend starting instruction on spatial strategies used by practicing engineers in introductory engineering courses and building on these skills throughout the curriculum.
Discusses the importance of developing students' understanding of certain spatial aspects of important concepts. Piaget's contributions to the development of spatial conceptualization are included. Some examples for applying spatial techniques in earth sciences, physics, and chemistry are also presented. (HM)
Examined whether variations in performance of (n=396) engineering students on a measure of spatial visualization were related to prior spatial experiences and to the developmental period when the prior experiences occurred. One finding revealed nonacademic activities seemed to have the most positive significant relationship to spatial visualization ability for men but not for the women tested. (Author/MKR)
Studies of differences between male and female performance in mathematics are reviewed. The authors concludes that the stereotyping of mathematics as a male domain has a subtle but powerful effect on women, especially as it effects decisions to continue or terminate the study of mathematics. (SD)
A new paper-and-pencil test of spatial visualization was constructed from the figures used in the chronometric study of Shepard and Metzler (1971). In large samples, the new test displayed substantial internal consistency (Kuder-Richardson 20 = .88), a test-retest reliability (.83), and consistent sex differences over the entire range of ages investigated. Correlations with other measures indicated strong association with tests of spatial visualization and virtually no association with tests of verbal ability.
Gender Differences on Predictors of Success on the Purdue Spatial Visualization Test: Rotations ”Master's Thesis Michigan Technological University
- L L Parolini
Parolini, L.L., " Gender Differences on Predictors of Success on the Purdue Spatial Visualization Test: Rotations, " Master's Thesis, Michigan Technological University, May, 1994.
Proceedings, 1990 ASEE Annual Conference
- C.L. Miller
Proceedings of the National Conference on Women in Mathematics and Science
- B.J. Gimmestad
Reliability and Stability of Two Tests of Spatial Abilities
- D J Magin
- A E Churches
Factors Affecting the Engineering Design Graphics Curriculum: Past Present Future
- M H Pleck
Reliability and Stability of Two Tests of Spatial Abilities ”Proceedings of the 6th ICECGDG Tokyo Japan
- D J Magin