Improving spatial reasoning ability while learning energy efficient construction: Students who build physical models vs. students who develop 3D computer models

Abstract

Olkun defines spatial reasoning as “the mental manipulation of objects and their parts in 2D and 3D space.” In a previous study, the author found that physical model building increased student spatial reasoning by 12% on average, as compared to drawing the same topic as an axonometric drawing. To further this study, this paper will examine the effect of two different types of model building exercises - student-built physical models and student-produced computer graphic 3D models - on the development of students' spatial reasoning in freshman non-design courses. Model building is currently not part of the course curricula in the non-design courses at our institution. In this study, a section of freshman architecture and construction management students is divided into two groups. Each group is given a spatial reasoning ability pretest. One group is then assigned to build scaled energy efficient framing models (physical models), while the other group is asked to develop 3D computer graphic models of a residential structure. At the end of the semester, both groups are given a spatial reasoning ability post-test and a qualitative survey. Each student's spatial reasoning ability pre-test result is compared to their post-test result to determine how the physical or graphic model project effects their spatial reasoning ability. The results of the quantitative and qualitative tests in this study will provide faculty with an understanding of the relative benefit of implementing one or both of the model building exercise types in their non-design courses.