Abstract
This correlational study investigated a new measure of environmental spatial ability (i.e., large scale spatial ability) called the virtual spatial navigation assessment (VSNA). In the VSNA, participants must find a set of gems in a virtual 3D environment using a first person avatar on a computer. The VSNA runs in a web browser and automatically collects the time taken to find each gem. The time taken to collect gems in the VSNA was significantly correlated to three other spatial ability measures, math standardized test scores, and choice to be in a STEM (science, technology, engineering, or math) career. These findings support the validity of the VSNA as a measure of environmental spatial ability. Finally, self-report video game experience was also significantly correlated to the VSNA suggesting that video game may improve environmental spatial ability. Recommendations are made for how the VSNA can be used to help guide individuals toward STEM career paths and identify weaknesses that might be addressed with large scale spatial navigation training.
Highlights
Spatial ability has been shown to play a significant role in achievement in science, technology, engineering, and mathematics (STEM) disciplines
We make the following hypotheses regarding question one: (1) The virtual spatial navigation assessment (VSNA) should relate more to the SBSOD scale than the SOT and the MRT
Regarding hypothesis one (i.e., VSNA should relate more to the SBSOD scale than the SOT and the MRT) both the indoor and outdoor VSNA scores significantly relate to the SBSOD, MRT, and the SOT
Summary
Spatial ability has been shown to play a significant role in achievement in science, technology, engineering, and mathematics (STEM) disciplines. Wai et al (2009) showed that spatial ability was a significant predictor of STEM degree attainment, even after controlling for mathematical and verbal skills. Feng et al (2007) found that playing an action video game improved performance on a mental rotation task. After only 10 h of training with an action video game, subjects showed gains in spatial ability via mental rotation tasks, with females performing equal to males after training. Uttal et al (2012) conducted a meta-analysis of 206 studies investigating the effect of training on spatial ability. Of these 206 studies, 24 used video games to improve spatial ability. Others have found a lack of transfer effects between action video game playing and basic cognitive functions and skills (e.g., Boot et al, 2008) and have raised questions regarding the methodology of studies that observe transfer (Boot et al, 2013; Kristjánsson, 2013)
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