Role of spatial memory in spatial design: A systematic review

3D design software is a commonly used interactive learning tool in STEM education. It is generally believed that 3D design can effectively train students’ spatial thinking and engineering design abilities. There have been many theoretical and practical achievements in the application of 3D printing education, but the evaluation of 3D design is mainly based on diagnostic and summative evaluations, which ignores the growth of students’ spatial thinking and engineering design ability. Students’ creativity and problem-solving abilities are limited, while teachers have not been able to teach students in accordance with their aptitude. In this study, we propose a 3D printing course data collection model based on xAPI specifications, and use GeekCAD design software to implement the xAPI profile and apply it to the 3D printing course. The successful implementation of this model at Li Jun primary school proved that xAPI can completely record the learning paths of students. Through the analysis of interactive data, we found that students have different operating habits and learning paths which provide the basis for the evaluation of students’ spatial thinking ability and engineering design skill in interactive learning environment.

Learning through play (LTP) has emerged as an integral part of the early childhood education system and has profound impacts on children’s learning and holistic skills development. Throughout Montessori history, play has been applied as a learning approach in the Montessori classroom. Quality spatial design is beneficial to support LTP in preschool. However, LTP isn’t integrated effectively into formal preschool in Malaysia as the spatial design of preschool does not support children’s play. Furthermore, there is a dearth of evidence on how LTP can be employed effectively in quality spatial learning environments where the workforce’s training and curriculum development are mainly concerned. The focus of this paper is to evaluate how spatial learning environments in Montessori preschools support LTP as curricula that may emerge across preschools in Malaysian contexts. This paper adopts interpretivism to frame the overall research and implements case studies through explanation building supported by data collection from document analysis and observation on spatial design of two case studies of Montessori preschools which are based upon prominent and established Montessori preschools in a global context. The findings are analyzed with a comparative analysis method based on the determinants of the spatial design features: - articulated space and form; outdoor learning space; social spaces; personalized environment; and anthropometric design, which are supported by Gibson’s Theory of Affordance. Findings indicate that the quality learning space design to support LTP, and open-plan design space is important because of having flexible partitions for creating different areas and integrating with the dynamic external learning environment. Besides, the furniture and facilities all are child-size. Therefore, children are freely moving around and actively involved in either group or individual work. This study is beneficial to designers, educators, and policymakers as it highlights the role of LTP pedagogy in spatial design for developing children’s play behavior patterns in preschool for Malaysia’s future education.

Spatial design as a discipline relies on the psychological construct of space. In the light of shortcomings and challenges faced by traditional approaches to spatial design learning, this paper investigates the role and value of Virtual Reality (VR) as a pedagogic vehicle. Based on understandings informed by action-research using VR with learners in two modules, and underpinning interdisciplinary research on cognition, perception of space, and learning pedagogies; the paper works through defined research questions on both impact of learning with VR, development of spatial cognition with VR, and the differences between traditional approaches to spatial design curriculum and VR enabled approach and whether or not these differences are associated with differential outcomes. We propose VR enhanced design education pedagogical framework and argues that such an approach is needed to shape futuristic thinking in spatial design teaching and learning.

Spatial ability, defined as the ability to visualize, imagine, translate, and interpret 2D and 3D spatial information, is a crucial building block required for the interior design and architecture professions. In this paper, we report on the development process as well as the validity and reliability of the Architecture and Interior design domain–specific Spatial Ability Test (AISAT), a new instrument that measures domain–specific spatial ability in the field of architecture and interior design. A total of 142 college students in Korea and the U.S. engaged in the final stage of the development process—the validity and reliability check—by taking both the AISAT and two general spatial ability tests. The results from the split–half correlation and internal consistency showed that the AISAT reached a desirable level of reliability. Face, content, concurrent, and convergent validity were achieved to verify the AISAT. The authors hope that the AISAT will be used to measure domain–specific spatial ability, ultimately expanding our understanding of the role of spatial ability in spatial design thinking and performance. The AISAT has the potential to benefit (1) researchers who seek a credible tool to assess design students’ spatial ability, (2) educators investigating the effect of their intervention in spatial design performance in relation to spatial ability, and (3) researchers in spatial ability who would like to extend their interest in spatial design beyond the traditional psychometric approach.

In recent years, as people are increasingly demanding of space design, space design staff will be the model of three dimensional space decoration in the space design, both in terms of space construction model, the space image, spatial thinking, and so on ways to reform and innovation of space design, the design thinking, the combination of diverse creative thinking and space In order to design a reasonable, perfect and best space design, the combination of space design thinking mode and green sustainable development mode, which can not only be conducive to the green and sustainable development of the city, but also conducive to the construction of a new space, conducive to the future development direction of the city.

This study investigates the integration of spatial thinking into early childhood education through story-driven design activities and the use of a Lesson Study approach. Conducted in six Irish junior and senior infant classrooms across two schools with ten teachers, this research aimed to address the following research question: How can the Lesson Study approach support early childhood teachers in deepening their knowledge of their pupils, changing teaching practices, and impacting teacher self-efficacy, particularly in relation to spatial reasoning during story-based design activities? Qualitative data from classroom observations and teacher discussions indicate that teachers adapted their lesson strategies based on deeper insights into their students' spatial thinking. They improved the development of spatial design assignments and demonstrated enhanced self-efficacy in conducting spatialized design lessons. Lesson Study dynamics enhance teacher awareness related to design and technology projects, foster creative task identification, and challenge teacher perceptions. Our findings suggest that the Lesson Study processes implemented in this study could motivate teachers to integrate spatial thinking into their classrooms while still adhering to their curriculum. This approach effectively integrates spatial thinking into the curriculum, providing authentic design scenarios for pupils to develop spatial reasoning. These outcomes underscore the potential of Lesson Study for teacher professional development in early childhood spatial and design education.

article Free Access Share on Spatial memory and design: a conceptual approach to the creation of navigable space in multimedia design Author: Jean Trumbo Cornell Univ., Ithaca, NY Cornell Univ., Ithaca, NYView Profile Authors Info & Claims InteractionsVolume 5Issue 4July/Aug. 1998 pp 26–34https://doi.org/10.1145/278465.278470Online:01 July 1998Publication History 5citation727DownloadsMetricsTotal Citations5Total Downloads727Last 12 Months11Last 6 weeks3 Get Citation AlertsNew Citation Alert added!This alert has been successfully added and will be sent to:You will be notified whenever a record that you have chosen has been cited.To manage your alert preferences, click on the button below.Manage my Alerts New Citation Alert!Please log in to your account Save to BinderSave to BinderCreate a New BinderNameCancelCreateExport CitationPublisher SiteeReaderPDF

This research is part of the “Ancient Xuzhou Houses in China: Cultural Memory, Symbol and Process Reconstruction in the Context of Rural Revitalization” project. Traditional houses contain a large amount of cultural value, literacy role, and historical memory. In order to sort out the transfer process more clearly between memory and people, this study set three research objectives. First, spatial memory transmission and literacy role needs to be studied and analyzed. Then, on this basis, we will further study the method of spatial memory transmission and literacy role. Finally, the appropriate medium for spatial memory transmission is analyzed. This study used descriptive analysis to summarize and discuss the results. The results show that spatial memory transmission and literacy is a process of maintaining and transmitting social and cultural values through the use and evolution of architecture and spatial design over time. Symbols in the memory space of residential buildings are containers for storing memories, just like a mobile hard drive that records relevant memory information. Residential buildings and people are like two devices that convey information and communicate through symbols. After comparison, in the dimension of cultural memory, symbols are more social and cultural and are more suitable as a medium for transmitting spatial memory and literacy role under cultural identity. This article explains the relationship between symbols and spatial memory, through spatial memory transmission to describe how common memories are shared and reproduced among collective members through cultural memory, literacy role and symbolic translation. It can transmit cultural and historical memories between different generations and acquires the importance of spatial positioning and environmental interaction in transmitting cultural memory.

Early childhood teachers making multiliterate learning environments: The emergence of a spatial design thinking process

Flexibility is a key aspiration of contemporary government guidance on school design. Used liberally, the term provides a convenient site for the meeting of educational approach (think flexible, personalised learning, timetabling, groupings) and spatial design (non-bounded, open space, moveable elements, independent structure and services). However, this meeting seems to pose a challenge. As Building Bulletin 95 puts it: ‘…the most flexibly designed spaces can only work if building users have a flexible attitude.’ Framing flexibility in the discourse of autonomy, this paper contends that it can be understood as a ‘tool’ to enable children to experience authorship of their own learning. The paper draws on participatory action research with primary and secondary schools in England in which the built environment and placemaking were explored as a means to support learning. Through examples, it is argued that once children are enabled to experience their learning environment as ‘flexible’, by changing it themselves, they are better able to self-direct their learning. Findings show that flexible learning space is encouraged when children and teachers experience together how their environment can support their learning needs. Once established, it is an environment that is constantly changing according to the needs of individuals and groups. The paper concludes that flexibility, at the congruence of spatial design and learning, can only be attained once children feel trusted to shape their environment within an enabling school culture.

Coastal dikes have been built for millennia to protect inhabited lands from exceptional high tides and storm events. Currently, many European countries are developing specific programs to integrate the construction of new dikes (or the raising of existing ones) into the built environment to face sea level rising. Technical difficulties in succeeding in this operation are questioning the paradigm of protection for the long term, pointing out the need for alternative strategies of adaptation that are not yet fully explored. This paper elaborates on innovative models to deal with coastal flooding, presenting the results of an interdisciplinary research and design process for the case-study of Southend-on-Sea (UK). Detailed numerical simulations are used to develop a spatial strategy to accommodate water during extreme events, introducing different prototypes of dike designs that include seawalls, enhanced roughness through rock and stepped revetments, as well as vegetation. The overall goal is to push forward the traditional approach of planning water protection infrastructure within the solely field of civil engineering. It elaborates on the integration of the disciplines of spatial design and engineering and presents novel advances in terms of spatial design for the revetment of overtopping dikes.

Editorial

Environmental therapy theory has been applied in the research of disease prevention, and the effectiveness of using color and graphic designs to assist patients with spatial orientation has been confirmed. Visual-spatial impairments are common symptoms associated with cognitive decline. However, the interaction and driving factors between these impairments and spatial color and graphic designs remain unclear. This paper first discusses the correlation between the characteristics of visual-spatial impairments and environmental factors and then investigates the color preferences of such patients based on the CIE 1976 color system and the Analytic Hierarchy Process (AHP). Subsequently, the paper explores spatial design strategies conducive to spatial orientation from the perspective of adaptability to pathological characteristics, utilizing case study analysis. (1) Pathological characteristics of visual-spatial impairments (such as difficulties in spatial orientation and spatial neglect) are related to environmental factors; (2) Emotional attachment factors play a key role in patients' perception of satisfaction with environmental colors; (3) Color associations have the potential to strengthen spatial memory. Additionally, interface designs with high luminance, low saturation, and clear color differentiation facilitate patients' recognition of space. This paper posits that spatial interface design is a feasible approach to assist with spatial orientation, and it achieves this through a mediating process that progresses from influencing visual stimuli to cognitive memory and then to behavioral orientation. The article provides insights into the operational feasibility of this method.

Modern engineering education requires the development of students’ spatial thinking, design skills, and ability to work with digital technologies. However, traditional teaching methods for engineering graphics disciplines do not always ensure a high level of material comprehension. This article examines the advantages of a systematic approach to teaching and its impact on the effectiveness of mastering engineering graphics subjects. The study includes a comparative analysis of traditional, interactive, and systematic teaching methodologies, as well as a pedagogical experiment to evaluate their effectiveness. The results indicate that the systematic approach not only facilitates a strong grasp of theoretical material but also contributes to the development of practical skills necessary for engineering practice. Based on the analysis, recommendations for implementing the systematic approach in the educational process are proposed. This methodology enhances the quality of student training, improves their professional competencies, and adapts the learning process to the modern requirements of engineering education. Additionally, the integration of traditional and digital teaching methods, the use of computer-aided design (CAD) systems, and interdisciplinary interaction are considered. Special attention is given to assessing student engagement in the learning process, as well as the impact of active learning methods on motivation and academic performance. The application of a systematic approach ensures comprehensive mastery of the subject, enhances students’ analytical skills, and facilitates their professional adaptation.

This study aims to evaluate the learning process of geography with spatial representation in high school using the Discrepancy Evaluation Model (DEM) from Provus. Evaluation goes through five stages: design, installation, process, and product, as well as implementation comparison. Respondents were five teachers and 208 students from SMA 1 Srandakan, MAN 2 Yogyakarta, and SMA 1 Pundong in Yogyakarta. The evaluation was carried out in February-July 2021. The focus of the evaluation includes (1) learning design, (2) learning tools, (3) learning implementation, (4) learning outcomes, geographic critical thinking, and (5) implementing learning comparisons. Data were collected through document studies, observations, tests, and questionnaires. Descriptive analysis was used to measure gaps in each stage and efforts to improve them, while experimental quantitative analysis was used to compare learning. The DEM results describe gap variations in stages 1-4. However, in collaborative improvement efforts at stages 1-3, there is an increase in spatial critical thinking skills. The test results at stage 5, learning geography with spatial representations, are more effective for improving students' spatial critical thinking skills than textbook-oriented learning and media images. Recommendations on the results of the evaluation at all stages for organizing geography learning with spatial representation: (1) strengthening understanding and mentoring of the concept of spatial representation and learning design, (2) monitoring and periodic testing of geography learning with spatial representation to improve critical thinking skills in geography.