Level Of Spatial Ability Research Articles

Effects of training methods on performance of a scaffolding task for workers with different spatial ability

With software developments and advances in display technologies substantially improved, augmented reality (AR) application has gained popularity. In this study, we discuss using classic PowerPoint and AR for two kinds of scaffolding tasks (task-lifeline assembly and hedge assembly) for users with different spatial ability. We considered both objective and subjective measures of performance, i.e., correct rate and system usability and the ITC-sense of presence inventory (ITC-SOPI) scale. The results of the study show that participants using AR achieved higher operating performance than those using PowerPoint. Furthermore, the users’ learning effect was influenced by spatial ability when using PowerPoint. Participants with high spatial ability achieved higher performance than participants with low spatial ability in PowerPoint. However, participants who used AR as a training method did not show significantly different operating performance at different levels of spatial ability. Consequently, AR was believed to be a potential method for enhancing training performance.

Learning in the spherical video-based virtual reality context: effects of immersion level and spatial ability on learning performance and experience

ABSTRACT Spherical video-based virtual reality (SVVR) is an emerging technology in the creation of virtual reality learning contexts. Existing studies have shown that immersion level and spatial ability affect learning performance and experience. Different levels of spatial ability also result in different learning performances and experiences in different levels of immersion, but this interaction effect remains unclear in the SVVR context. We conducted a 2 × 2 factorial experimental study to investigate the interactive effect of immersion level (high vs. low) and students’ spatial ability (high vs. low) on learning performance and experience in the SVVR context. A total of 120 college students participated in the study. The results showed that learning performance, presence, and motivation were significantly higher for high immersion than for low immersion. Learning performance was significantly higher for learners with high spatial ability than for those with low spatial ability. There was a significant interaction effect between immersion level and spatial ability on learning performance. The learning performance of learners with low spatial ability was significantly higher at high immersion than at low immersion. These findings provide a reference for educators to better apply SVVR to their teaching and help them personalize their instruction to students.

Assessing the Influence of Virtual Reality on Industrial Design Student’s Performance with Varying Levels of Spatial Ability

The rapid advancement of technology has introduced virtual reality (VR) as a transformative educational tool, particularly in fields like industrial design that demand high levels of spatial cognition and visualization. However, disparities in spatial ability among students present significant challenges to achieving equitable learning outcomes. This study aims to assess the influence of VR on industrial design students’ performance, with a specific focus on how varying levels of spatial ability moderate this relationship. By investigating whether VR enhances the spatial reasoning skills of students with low spatial ability and comparing the performance of students with high and low spatial ability in VR environments, the study seeks to explore VR’s potential as an equalizing tool in design education. A quasi-experimental design was employed, with 100 industrial design students in Malaysia participating in pre- and post-tests to assess their spatial reasoning and design performance. Students were divided into high and low spatial ability groups based on standardized test results. Following an immersive VR design task intervention, both quantitative data (paired t-tests and ANOVA) and qualitative feedback from surveys and interviews were analyzed to assess performance changes and students’ perceptions of VR. The findings indicate that VR significantly enhances design performance for all students, with particular benefits for those with lower spatial ability. VR serves as a compensatory tool, helping to bridge the performance gap between students with different spatial abilities. The study’s implications suggest that incorporating VR into design education can promote more inclusive learning environments, allowing students of varying spatial abilities to improve their skills. However, further research is needed to explore the long-term effects of VR on spatial ability and its applicability across different educational contexts and disciplines.

Applicability of the Online Short Spatial Ability Battery to university students testing

Introduction. Multiple studies advocate an importance of spatial abilities (SA) for educational and occupational success, especially in STEM. Recently an Online Short Spatial Ability Battery (OSSAB) was developed and normed for SA testing in adolescents. The battery includes mechanical reasoning, paper folding, pattern assembly, and shape rotation tests. The battery has shown good psychometric characteristics (high reliability and validity, low redundancy, discriminative power), and is available in open access and free to use.Aim. The present research aims: 1) to examine the applicability of the OSSAB for university student testing; 2) to describe its psychometric properties and structure; and 3) to investigate links between SA and educational performance.Methods. A total of 772 university students (aged from 18 to 26, mean age (SD) = 19.55 (1.51), 63.1% females) participated in the study. Participants provided information about their age, gender, university major, and academic achievement, and completed a battery of tests that included the OSSAB tests.Results. The study reports psychometric norms for using the OSSAB in university students. Students’ performance in the OSSAB was similar to that shown in previous research in adolescents in terms of means and variance. The OSSAB showed adequate psychometric properties in this sample: no floor or ceiling effects; low redundancy; moderate to high internal consistency; high discriminative power across university majors; and high external validity. The results indicated that around 6% of the students showed very high levels of SA (higher than 1.5 SD above the mean), and around 8% of students showed very low levels of SA (lower than 1.5 SD below mean). In addition, the OSSAB scores were linked to educational profile choice and exam scores, with small-to-medium effect sizes.Scientific novelty. The study provides psychometric norms for a short online open measure of spatial ability in university students.Practical significance. The OSSAB can be used to provide individual recommendations to students (e.g. SA training), to identify spatially gifted students, and for research purposes in university contexts.

Influence of Spatial Ability Levels on the Performance and Attitude of Physics Students

The concept of spatial ability has been viewed within the boundary of technology and engineering by many researchers and education experts undermining its relevance to Physics at the secondary schools level. Spatial ability gives a wider ability to the use of higher order thinking skills which are accounted valuable for analysis, synthesis and evaluation needed in solving problems and has the tendency to influence students’ attitude. Therefore, the study examined the influence of spatial ability levels on the performance and attitude of Physics students in public secondary schools in Osun State, Nigeria. A descriptive survey design was used for the study. The population for the study consisted of all the students in public secondary schools in four Local Government Areas (LGAs) of Ife in Osun State of Nigeria. A representative sample of 270 Physics students was selected using multi-stage sampling technique. Three instruments used for data collection are: Adapted Spatial Ability Test (ASAT), Performance Test in Physics (PTP) and Students’ Attitude Physics Questionnaire (SAPQ). Content validity of the three instruments was ensured by experts’ judgments. The reliability coefficient of 0.75, 0.85 and 0.82 were obtained for ASAT, PTP and SAPQ respectively. The results of the study classified students’ spatial ability to low, average and high levels and many students had low spatial ability. The results of the study further showed that that there is statistically significant influence of spatial ability levels on the performance of physics students in the study areas. The finding showed that there is no statistically significant influence of spatial ability levels on attitude of students towards Physics in the study areas. Consequently, it was recommended that there should be ongoing research on spatial ability to provide information for physics teachers and that Physics students should be encouraged to take lesson on various spatial ability activities.

Evaluation of STEM students' spatial abilities based on a novel net cube imagination test

This study aimed to determine the level of spatial ability among STEM students. A universal multiple-choice test was prepared. The validity of the test and the effectiveness of its application were tested. The test is an extension of those currently in use. It contains tasks on spatial perception, spatial visualization, mental folding, rotation of spatial elements, and representation of spatial elements on a plane. The test consists of 16 tasks showing a cube with lines located on the walls. The student's task was to determine the development of the cube and mentally construct a cube based on the development. The results of the test determined the level of progress of the group (105 participants), and showed that a significant number of students have difficulties in perceiving and working with a three-dimensional object. On average 55% of the questions were answered correctly. For the group tested, reading a flat drawing and determining axonometry proved easier than other task. Students who attended technical high school or had design experience scored better. During the course, measures to improve teaching were introduced. Spatial model work was strengthened and initial tasks were adjusted according to the level of the group. Emphasis on teamwork and consultation was introduced for those with the lowest scores. The applied modifications in classroom management had a good effect. The average of the final grade was B. The test is a useful tool for academics and students to study spatial ability and improve teaching activities for STEM students.

Spatial and Numerical Abilities as Correlates of Academic Achievement in Economics

The school system's primary concern and essential function are improving students' academic performance and producing a pool of skilled human resources to help grow and develop a nation. Despite how vital economics is to society, several factors determine students' choices and interests, among which spatial and numerical abilities are significant. This has led to students’ inability to cope with real-life situations, self-independent, and basic entrepreneurial skills. The paper examined spatial and numerical abilities as correlates of academic achievement in Economics. Four research questions guided the study with three instruments to collect data analyzed using mean, standard deviation, and regression analysis at a 0.05 significance level. The results revealed that the mean of all items is higher than the criterion mean of 0.50. Students had a high level of spatial ability (0.50 < 0.91), but performance in numerical ability was poor (0.50 > 0.43). The relationship between the independent variable revealed a significant positive relationship (r= 0.17, p<0.05(0.00)). There was a significant effect of independent variables on the dependent variable (F(2,997)= 41.093; p<0.05(0.000)). Teachers should be trained on how to incorporate spatial ability in economics classes.

Influence of Spatial Abilities on Spatial Data Quality in Participatory Mapping

Participatory mapping (PM) method has become an alternative in spatial data collection activities for various mapping activities, including updating data on Rural & Urban Land and Building Tax (PBB-P2). From several experiences in PM application, various quality results have been found. Differences in the levels of spatial abilities of PM actors are assumed to affect the quality levels of PM results. Therefore, this study aimed to determine the effects of spatial abilities on the quality of spatial data generated in PM activities. It consisted of several stages of preparing instruments for measuring spatial abilities, collecting spatial data through PM, and correlation analysis. The instrument used to measure the levels of spatial abilities of 28 subvillage chiefs was the Purdue Spatial Visualization Test. The quality of PBB-P2 spatial data in 28 subvillages was randomly selected and assessed in terms of position, area, and geometric accuracies with reference to the land registration map from National Land Agency. Results indicated a positive correlation between the visual spatial ability and the spatial data quality of the PM results with a value of r = 0.823. Our findings are expected to be used as references for parties who carry out PM activities to be able to plan such activities.

The syntheses of static and mobile wayfinding information: an empirical study of wayfinding preferences and behaviour in complex environments

PurposeThe efficient delivery of environmental information to wayfinders in complex environments is a challenge for information designers. Wayfinding tasks can be quite strenuous and frustrating in the visual absence of dedicated wayfinding information. This study aims to explore the behaviour regarding the use of wayfinding information by navigators in complex environments.Design/methodology/approachAn experiment has been conducted in which participants have performed wayfinding tasks in a spatially complex university campus. The participants were instructed to use the think-aloud protocol during the experiment. The behaviour has been recorded using the head-mounted video recorder (GoPro), mobile phone screen (audio\\video) recorder and interview. Twelve university students have been selected based on the equal level of spatial ability using the Santa Barbara Sense of Direction scale. Each participant performed three wayfinding tasks to locate the unknown locations inside the campus using a mobile wayfinding application and other information sources.FindingsThe results of this study demonstrated significant behavioural preferences in acquiring wayfinding information. Most of the participants synthesised the static and mobile wayfinding information sources, while some preferred only the static ones. Gender differences have also been found for planning and route finding. This study recommends the syntheses of static and mobile wayfinding information for designing an efficient institutional wayfinding system.Research limitations/implicationsThe sample size has been kept small because of the qualitative exploration of the wayfinding behaviour regarding the wayfinding information syntheses behaviour. The experiment findings can be further explored with larger data set and controlled behavioural metrics. This study can help understand the user requirements in facilities management for spatially complex institutional environments.Practical implicationsThe current findings can be further used to develop a framework for wayfinding information designers to assist them in understanding the current practices and incorporate them for improving institutional wayfinding systems. The management of the offered facilities within an institution can be further improved to make the space more efficient by saving users’ time and efforts.Originality/valueInformation syntheses or symbiosis of environmental information with the beacon-based digital wayfinding system is a new concept. This study explores the potential of such information syntheses for enhancing the legibility of complex institutional environments.

Exploring spatial ability in healthcare students and the relationship to training with virtual and actual objects.

The relationship between the spatial ability levels of students and anatomy education is not well established in the literature, but it was stated that students should take short-term training during the first years of their education. There is limited number of studies on this topic. In that respect, the aim of this study was to determine the spatial ability levels of medical, dental and nursing students and to evaluate whether this ability level showed difference with respect to faculty, anatomy courses attended or short-term training, or not. Study sample was composed of 1071students. Data were collected by Personal Information Form, Visualization of Views Test (VoVT) and Cross Section Test (CST). Data analyses were done by SPSS 21 package software. Students were determined to have medium level spatial ability. Medical and dental students were found to have higher spatial ability levels than nursing students. Medical and nursing students' CST scores showed significant difference after taking anatomy course. After short-term training, both CST and VoVT scores of students differed significantly. Supporting anatomy courses with education materials appropriate for the spatial ability level of students and introducing spatial ability development trainings in small groups would aid in increasing spatial ability levels of students.

The Effect of Spatial Ability in Learning From Static and Dynamic Visualizations: A Moderation Analysis in 6-Year-Old Children.

Previous studies with adult human participants revealed mixed effects regarding the relation between spatial ability and visual instructions. In this study, we investigated this question in primary young children, and particularly we explored how young children with varying levels of spatial abilities integrate information from both static and dynamic visualizations. Children (M = 6.5 years) were instructed to rate their invested mental effort and reproduce the motor actions presented from static and dynamic 3D visualizations. The results indicated an interaction of spatial ability and type of visualization: high spatial ability children benefited particularly from the animation, while low spatial ability learners did not, confirming therefore the ability-as-enhancer hypothesis. The study suggests that an understanding of children spatial ability is essential to enhance learning from external visualizations.

The Difficulty Analysis of Students Spatial Ability Based on Level Van Hiele in Problem Based Learning

This study aims to (1) determine the level of students' spatial ability at Van Hiele's level in problem-based learning. (2) to find out the location of the students' difficulties in solving spatial power problems with the Van Hiele level. This research is a qualitative descriptive study. The subjects of this study were students of class XII SMK Bima Utomo Batang Kuis. The object of this research is the spatial ability based on Van Hiele's level in Problem Based Learning. The results of this study indicate that the level of spatial ability in the low category reaches 51.4%, while the medium category reaches 34.3%, and the high category reaches 14.3%. Subjects in the low category experienced skill difficultiesSubject S.01 (low spatial ability), at Level 1 experienced skill difficulties (question number 1) and concept difficulty (question number 4), at Level 2 experienced skill difficulties, at Level 3 and Level 4 experienced difficulty in principle. Subject S.02 (low spatial ability), has difficulty skills at Level 2 and has difficulty in principle at Level 3 and Level 4. Subject S.03 (moderate spatial ability), has difficulty in principle at Level 3 and Level 4. Subject S. 04 (moderate spatial ability), has difficulty skills at Level 3 and has difficulty in principle at Level 4. Subject S.05 (high spatial ability), has difficulty in principle at Level 4. Subject S.06 (high spatial ability), has difficulty principles at Level 4.Based on the results of this study, it is expected to be an inspiration for users.

Spatial Ability Analysis of Students in Applying the Van Hiele Theory with Autograph Media Assisted

This study aims to describe the level of spatial ability of the VIII grade students of SMP Wiraswasta Batang Kuis after the implementation of the Van Hiele theory with the help of autograph media and to determine the level of difficulty of students in solving spatial problems in learning Van Hiele theory with autograph assistance. Batang Quiz, totaling 25 students. The research instrument was a test of spatial ability and interview guidelines. Data analysis was performed using the Miles and Huberman model. Of the 23 students of class VIII SMP Wiraswasta Batang Kuis who took the test, 15 students (65.21%) with low spatial ability, 4 students (17.39%) who had moderate spatial ability levels. high spatial ability as many as students (17.39%). Based on this, there are still many students who have a low level of spatial ability. Difficulties experienced by S-1s with low levels of proficiency are in facts, concepts, operations and principles, as well as S-2s with low levels of spatial abilities, the difficulties experienced in operations and principles. Students with low levels of spatial ability, namely S-3 and S-4, experience the same difficulties, namely in the concepts and principles section. Furthermore, S-5 with a high level of spatial ability experienced conceptual difficulties, and S-6 with a high level of spatial ability had no difficulty at all. Likewise S-2 with a low level of spatial difficulty experienced on operations and principles. Students with low levels of spatial ability, namely S-3 and S-4, experience the same difficulties, namely in the concepts and principles section. Furthermore, S-5 with a high level of spatial ability experienced conceptual difficulties, and S-6 with a high level of spatial ability had no difficulty at all. Likewise S-2 with a low level of spatial difficulty experienced on operations and principles. Students with low levels of spatial ability, namely S-3 and S-4, experience the same difficulties, namely in the concepts and principles section. Furthermore, S-5 with a high level of spatial ability experienced conceptual difficulties, and S-6 with a high level of spatial ability had no difficulty at all. Keywords: Spatial Ability, Van Hiele, Autograph DOI: 10.7176/JEP/12-2-07 Publication date: January 31 st 2021

КОРОТКАЯ ОНЛАЙН БАТАРЕЯ ПРОСТРАНСТВЕННЫХ СПОСОБНОСТЕЙ (OSSAB): ПСИХОМЕТРИЧЕСКИЕ НОРМЫ ДЛЯ ШКОЛЬНИКОВ СТАРШЕГО ВОЗРАСТА

The need for STEM specialists is growing in current technologically-oriented economy. This calls for new approaches in evaluation and development of relevant abilities and skills. However, the current educational systems might miss some students who have high potential for this field or who can develop such potential. For example, according to the results of one Russian study, gifted children may be missed by existing methods of talent search, partially due to the lack of standardised psychometric tests, especially of abilities beyond verbal and numerical abilities. One important predictor of STEM, often neglected in education, is spatial ability. Recently an online short spatial ability battery (OSSAB) for use in adolescent popula-tions was developed. However, no published norms are available. The aim of this study was to develop normalised thresholds for spatial ability testing using OSSAB battery with Russian 13-17 year old schoolchildren. Schoolchildren from the Sirius Educational Centre, demonstrating high achievement in 3 different areas: science (N = 640; 238 females), sports (N = 436; 67 females) and art (N = 260; 204 females), and schoolchildren (N = 752; 350 females) from general education schools of the Russian Federation participated in the study. Age of participants: 13-17 (M = 15.01; SD = 1.18). The study identified thresholds for 8 spatial ability levels: from Very low ability to Extraordinary giftedness. These thresholds can be used by teachers and school psychologists to determine the level of spatial ability in schoolchildren of 13-17 years of age. Based on individual students’ current levels of spatial ability, teachers can provide individual support and recommendations. For high performance recommendations may include additional clas-ses in STEM or natural sciences, for example, electronics, robotics, programming, physics or chemistry. For lower performance recommendations may include computer games containing spatial components; sports; playing musical instruments; origami classes; and studying the Chinese language. More broadly, school curricula in different subjects should include more spatial elements, such as: inclusion of stereometric tasks in learning materials; computer pro-grams for modelling in teaching geometry and other subjects; adding visualizations (graphs and tables) when explaining material. Overall, the results of this study suggest that a significant number of children have very low or very high level of spatial ability in both mainstream schools and in educational centres for high-preforming students. The norms developed in this study can be used for identification and individualized support in all educational settings.

International Comparative Pilot Study of Spatial Skill Development in Engineering Students through Autonomous Augmented Reality-Based Training

Spatial ability is made up of several sub-components, such as the ability to perform mental rotation and object-based transformations. Together with each individual’s attitudes and general skill sets, this specific ability plays an important role in technical professions such as engineering. The components of spatial ability can be enhanced using targeted training or educational programs. This study analyses the levels of spatial skills in first-year engineering students at two universities, one in Spain and one in Peru. The purpose of the study is to establish the extent of symmetry between these study groups in terms of their spatial skills. Initial comparisons indicate that the Peruvian students have a lower level of spatial skill prior to training than their Spanish cohorts. AR-based training delivering representational system content was used with engineering students at both universities to boost spatial abilities. The results obtained indicate the training was effective, as both experimental groups made significant gains in their level of spatial ability. No difference was detected in either experimental group for the variable gender. The comparison of spatial ability gains between both countries is similar, although there is significant difference in the spatial ability component spatial visualization. In this instance, gains in this component were higher amongst the student population in Peru.

Effectiveness of Computer-Generated Virtual Reality (VR) in Learning and Teaching Environments with Spatial Frameworks

In this paper, we highlight the benefits of using computer-generated VR in teaching instructional content that have spatial frameworks such as in science, technology, engineering, and mathematics (STEM) courses. Spatial ability scores were collected from a sample (N = 62) of undergraduate and graduate students. Students were required to complete an instructional tutorial in VR and computer desktop screening on DNA molecules, which included necessary information about DNA and nucleotide molecules. Students also completed a comprehensive test about the spatial structure of DNA and a feedback questionnaire. Results from the questionnaire showed media use and satisfaction to be significantly related. The results also showed a significant interaction between spatial ability levels (low, medium, and high) and media used on students’ spatial understanding of the DNA molecules. It may be concluded that VR visualization had a positive compensating impact on students with low spatial ability.

Elementary students’ perceptions of 3Dmetric: A cross-sectional study

Rapid changes in the 21st century demand the use of technology in learning geometry in elementary schools. One such technology is augmented reality (AR). 3Dmetric (3D and Geometric) is a geometry learning medium on AR-based 3D space material. Students' perceptions, which refer to their interpretation, are a key factor in studying the changes in their interpretations of a particular phenomenon. The purpose of the current study was to investigate the perceptions of elementary school students after using 3Dmetric to learn geometric shapes. The differences and the relationship between the students’ level of perception and level of spatial ability were also investigated. This study applied a cross-sectional approach with quantitative and qualitative designs. A total of 36 students in one elementary school in Indonesia participated in this study. The instruments used were the Perception Scale for Using 3Dmetric in Geometry Teaching, Spatial Ability Scale, and In-Depth Interview Form. Results showed that the positive perception of elementary school students regarding the use of 3Dmetric does not depend on the level of their spatial ability. Moreover, the difference in their perceptions is not caused by the level of their spatial ability. The positive findings in this cross-sectional study can contribute to the success of AR-based learning and teaching in the 21st century, especially with regard to learning materials for 3D geometry. They can also lead to the formation of the spatial abilities and improvement in the academic performance of elementary school students.

A Systematic Review of Spatial Ability & Anatomy Performance: It’s time for a metaanalysis

RationaleSpatial ability has been defined theoretically as ‘the ability to make use of simulated mental imagery (often in conjunction with currently perceived images) to solve problems'. Despite being among the most investigated factors of human cognitive functioning, spatial ability has been relegated to a secondary status within human intelligence research due to inconsistent evidence supporting spatial skills as predictors for educational success. Recently, however, interest in spatial ability within the anatomical community has grown, due to correlational evidence associating spatial aptitude with educational performance in the areas of science, technology, engineering, and mathematics. As a result, a substantial volume of contemporary research has focused on further uncovering the role that spatial ability plays in anatomical knowledge acquisition and retention. As such, this current study utilized a systematic review (to be followed by a meta‐analysis) to identify the extent to which spatial ability affects performance in anatomy.MethodsRelevant studies published within the past 50 years (2019–1969) were searched for across eight databases. Predetermined eligibility criteria were applied to the screening of titles and abstracts to discern their appropriateness for study inclusion. Study outcomes were first thematically analyzed (reported herein) and will be followed by a true meta‐analysis.ResultsA total of 2,458 records were screened, 59 underwent full‐text review, and 21 studies (k) were included for final analysis. Of these studies, 57% (12 of 21) were from North America, most (15 of 21) studied graduate/professional students, and all were published in 2000 or later, except for one study from 1985. Most studies (71%; 15 of 21) evaluated the association between spatial ability and anatomy performance using the Mental Rotations Test (k=14) and some form of a practical assessment of anatomical knowledge (k=15). Of the 15 correlational studies 6, 7, and 2 reported significant, non‐significant, and inconclusive findings respectively. The prevalence of conflicting studies further necessitates the need for a meta‐analysis, which is currently underway.ConclusionsHigh spatial ability is often associated with better scores in anatomy, but some studies show no association. In the absence of a meta‐analysis, it is challenging to interpret the literature to determine the significance of practical implications, such as providing students with different study techniques or presentation modalities depending on their level of spatial ability. Only a meta‐analysis will better inform our understanding of the current literature.

Spatial Ability and Learning: Implications for Anatomy Education

It is now well known that spatial ability is correlated with many aspects of scientific learning and practice, including the learning of surgical anatomy. However, because this data is only a correlation, we do not know whether it represents a causal relation. For example, is having high spatial abilities an intellectual pre‐requisite for succeeding in learning anatomy? I will explore the role of spatial ability in learning in spatially rich field, such as anatomy, and will consider when and why spatial thinking may affect learning. Even when there is a high correlation between spatial ability and performance, this alone does not mean that spatial ability is always involved in learning new information. I will also consider ways in which students with lower levels of spatial ability may do well.

Linking spatial ability, spatial strategies, and spatial creativity: A step to clarify the fuzzy relationship between spatial ability and creativity

Is spatial ability critical to creativity in spatial design? Many researchers have investigated the potential relationship between spatial ability and design performance, but findings have been inconsistent and empirical studies on the two are lacking. The purpose of this study was to examine the relationship between creativity and spatial ability, using evaluations of a large-scale interior design project and scores on both a test of general spatial ability and a refined version of the Architecture and Interior Design domain-specific Spatial Ability Test (AISAT V.2). The following questions were explored: (a) How is domain-specific spatial ability related to detailed aspects of creativity in large-scale interior design, especially the creativity involved in three-dimensional volumetric exploration? and (b) What spatial strategies do individuals with differing levels of spatial abilities use in spatial design? Thirty-nine interior design students at a Midwestern university participated in the study. Their performances on the general spatial ability test and AISAT were compared with scores in design performance evaluated by experts. Results show that the spatial visualization and mental rotation associated with domain-specific spatial ability positively correlated with creativity in the generation of three-dimensional volumetric design. In terms of spatial strategies, design projects of individuals with high spatial ability tended to show strengths in form generation while those of medium and low spatial ability displayed strengths in additive approaches. This study expands understanding of the link between creativity and spatial ability by proposing a holistic framework for creative spatial design.