Abstract
Spatial strategies and cognitive processes have been separately found to indicate performance in spatial problem-solving, but their relationships have not been investigated quantitatively. This study employed eye-tracking to characterize and determine the relationship of the cognitive processes and spatial strategies employed by first year engineering students with low spatial ability. Eighty-eight engineering students with low spatial ability were recruited to complete test items in the Purdue Spatial Visualization Test: Rotations (PSVT:R) and the Santa Barbara Solids Test (SBST). Eye-tracking data were collected to indicate the encoding, transformation, confirmation cognitive processes as well as whether holistic or piecemeal strategy was employed. Strategy ratio correlated with encoding fixations more than other cognitive processes. This finding suggests that encoding may be more indicative of spatial strategies being employed than the transform and confirmation processes. Pedagogical practices for low spatial ability students may turn to improving the encoding process for better learning outcomes.
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