Spatial Ability Test Research Articles

Age effect analysis of different gender groups in spatial ability test based on virtual reality technology.

The objective of the present study was to examine the impact of age and cognitive autonomy across various gender categories. Moreover, this research seeks to delve into the dissociation of diverse spatial aptitude assessments, with the aim of elucidating the intricate mechanism underpinning spatial capability. Based on virtual reality technology, this study conducted spatial ability tests on 312 volunteers, aged from 18 to 90 years old, including R-letter rotation test, S-M mental rotation, surface development test and maze test. The analysis revealed that the spatial ability of men decreases with age, but the spatial ability of women between 28 and 37 years old is better than that of other age groups. Males outperformed females in most visual ability tests, but there was no significant difference in some age groups. There was no significant correlation between the R-letter rotation test and the S-M mental rotation test, and the two tests were independent. The relationship between visual ability and orientation ability is different in different spatial test indicators. This investigation further elucidates the dissimilarities in the age-related characteristics of spatial aptitude among diverse gender cohorts, as well as the autonomy of various spatial aptitude assessments. Such distinctions are instrumental in occupational preference for disparate groups, calling for comprehensive and meticulous inquiries into the maturation of spatial proficiency by researchers.

Characterizing the Growth in Spatial Thinking Skills in Undergraduate Meteorology Students Across the Curriculum

Abstract Spatial thinking skills, which encompass the ability to mentally perceive, manipulate, and find meaning in spatial information, are essential to student success across science, technology, engineering, and mathematics (STEM) disciplines, including meteorology. Atmospheric data are inherently spatial, with meteorology coursework requiring students to comprehend, interpret, and predict meteorological data across spatial scales. Spatial skills are known to improve over time in response to instruction, but the rate and nature of that progression in meteorology students as they move through the curriculum has yet to be characterized. In this study, the Spatial Thinking Abilities Test (STAT) was used to quantify spatial thinking skills in undergraduate students in 10 courses required for the meteorology major at a single institution. The STAT was administered twice a semester over a three-semester period at the start and end of each course. Gains in spatial reasoning skills were typically modest for a single semester, though overall levels of spatial skills were sensitive to declared major; meteorology and STEM majors scored significantly higher than non-meteorology and non-STEM majors. Additionally, meteorology majors regularly exhibited improved performance on questions evaluating the skill of disembedding, which is particularly important for interpreting meteorological maps. Even so, disembedding was the weakest spatial thinking skill for all cohorts of meteorology majors. Longitudinal analysis of meteorology majors revealed that novice students progressed the least in their spatial skills, while students in the middle of curriculum exhibited the strongest gains, likely tied to an increased number of required meteorology courses and their specific content.

Mental Rotation Performance: Contribution of Item Features to Difficulties and Functional Adaptation.

Mental rotation is an important aspect of spatial ability. While the importance of measuring mental rotation has been explored, disputes still exist within the literature surrounding sources of item difficulty in mental rotation tests (MRTs). Furthermore, gender differences in MRT performance are often seen but not fully understood. In the current study, we analyzed sources of item difficulty in a set of spatial ability test items using the Linear Logistic Test Model (LLTM). We found that items with more cubes, color differences, and higher rotational complexity tend to be more difficult, whereas items that contain occlusion, a mirrored structure, and a homogenous configuration type tend to be easier. Next, using Differential Component Functioning (DCF) analysis, we analyzed gender differences across these different item characteristics, finding that the number of cubes and color characteristics made questions more difficult for males when compared to females. The results and implications of this study are discussed in further detail.

Students' Geometric Thinking Processes in Terms of Spatial Intelligence

Geometry is mandatory knowledge for mathematics education students who hope to become teachers. A prospective teacher must have maximum geometry skills to be able to teach geometry knowledge to students well. The observations on Mathematics Education students showed that the problem was that students' geometric thinking ability was still at level 2 (analysis). The purpose of this study is to identify the geometric thinking process of students from their spatial ability. The qualitative descriptive method used in the study was used to describe the geometric thinking process of students based on spatial ability. The subject of the study is a student in the Mathematics Education undergraduate program at a private university in Semarang, Indonesia. Research instruments used: spatial ability test, geometry test, and interview guidelines. The test and interview data results were a data triangulation to obtain qualitative descriptive analysis. The results of the study show that there are four stages of students' geometric thinking process based on their spatial abilities, namely: 1) Identify information and reflect knowledge, 2) visualize the results of identification in the form of images, and explore knowledge, 3) constructing thinking in planning solutions, 4) reasoning process to solve problems and prove statements. The results of this study can be used for future research in designing the right learning method for optimizing students' geometric thinking processes.

Measuring Spatial Ability: Analysis of Spatial Ability Test for Gulf State Students Using Item Response Theory

This study evaluates the psychometric properties of the spatial ability test using the three-parameter logistic model within item response theory. The final version of the scale comprised 29 dichotomous items, administered to a sample of 2,694 male and female students from grades 5 and 6 across schools in the Arab Gulf region. The test adhered to the three-parameter model, satisfying the assumptions of unidimensionality and local independence. The item difficulty parameters ranged from -1.541 to 1.735, discrimination parameters spanned from 0.419 to 5.252, and guessing parameters varied between 0.00 and 0.346. With a marginal reliability coefficient of 0.86, the scale demonstrated strong stability. These findings indicate that the test items align with established measurement principles, supporting the spatial ability test as a valid and reliable assessment tool for measuring spatial abilities in the Gulf region. The results have important implications for educational assessment in the Arab Gulf and could guide the development of similar assessments in other educational contexts. Further research is recommended to improve the test’s precision and explore its application in diverse educational settings.

Spatial Cognition Ability in Surgeons Performing Endoscopic Endonasal Transsphenoidal Surgery

Endoscopic surgery, including endoscopic endonasal transsphenoidal surgery (ETSS), requires special psychomotor skills from surgeons. The learning curve in the acquisition of psychomotor skills varies among individuals, and studies about laparoscopy indicate that the difference can be predicted using spatial ability tests. We examined the association between the results of such tests and the learning curve in ETSS to determine the need for a personalized curriculum for ETSS skill training. A total of 30 fifth-year medical students from Kindai University School of Medicine (17 men, 13 women; mean age, 26 years) without ETSS experience completed the spatial orientation test (SOT) for the measurement of spatial visualization ability. They performed the dural incision task (DIT) twice on an ETSS training model for surgical psychomotor skill evaluation. The SOT scores (angle errors) exhibited substantial individual differences in spatial visualization ability, whereas the DIT scores significantly improved in the second trial (Wilcoxon signed-rank test, P = 0.0035). However, no significant difference was observed in the DIT scores between the smaller error and larger error groups of the SOT. The results indicated that two DIT trials were sufficient to acquire psychomotor skills for the DIT as the endoscope was almost fixed and learning only one viewpoint and line of sight combination was adequate. In conclusion, a personalized ETSS training program based on the trainee's spatial ability is not necessary for the DIT. Further research is warranted to determine the effect of spatial ability on more complex tasks, such as suturing in cranial base repair.

Navigating space: how fine and gross motor expertise influence spatial abilities at different scales.

Spatial ability, essential for navigating and interacting with the environment, comprises small-scale (e.g., mental rotation) and large-scale (e.g., spatial navigation) skills. Previous research underscores the influence of motor expertise on these abilities, yet comparative studies among different types of movement experts are limited, especially regarding the impact of gross motor skills on large-scale spatial abilities. This case-control study compared small-scale and large-scale spatial abilities among fine movement experts, gross movement experts, and non-movement experts. Ninety participants (30 per group) were assessed through computer-based spatial ability tests, including the Revised Purdue Spatial Visualization Test (PSVT: R), Mental Rotation Test, a navigation task developed in Unity 3D, and Triangle Completion Test (TCT). Fine movement experts excelled in small-scale spatial tasks compared to non-movement experts. Gross movement experts demonstrated superior large-scale spatial abilities, evidenced by lower errors in TCT and higher navigation scores, distinguishing their performance in spatial navigation and orientation from both fine movement experts and non-movement experts. The study highlights the distinct impacts of fine and gross motor expertise on spatial abilities, with gross motor skills particularly benefiting large-scale spatial navigation. These findings suggest potential clinical applications of gross motor training for improving spatial abilities in neurological populations, advocating for further research in immersive virtual environments and exploring lateral dominance effects on spatial performance.

Axial rotation affects the cognitive characteristics of spatial ability.

To test spatial ability in athletes with different axial rotation experience and analyze their behavioral data to explain the cognitive mechanisms of spatial ability in athletes. Experiment 1: A total of 147 athletes were selected for the paper-and-pencil mental rotation test (MRT). The athletes were separated according to three sport types: open high-spatial (OH) sport, closed high-spatial (CH) sport, closed low-spatial (CL) sport. Spatial ability testing with a two-factor mixed experimental design of 3 (sport type) × 2 (stimulus type). Experiment 2: In this study, 47 players were selected for computerized mental rotation test, with a three-factor mixed experimental design of 3 (sport type) × 2 (angle: 45°, 90°) × 3 (rotational axis: left-right axis, up-down axis, and front-back axis). Repeated-measures ANOVA was performed to evaluate the data. (1) The CH group and OH group outperformed the CL group in the non-embodied task (all ps < 0.003) and the CH group was better than the other groups in the embodied and tasks (all ps < 0.008). (2) Under 45° rotational conditions, the reaction time (RT) for the left-right (LR) and up-down (UD) axes were shorter than that for the front-back (FB) axis (all ps < 0.026). However, under 90° conditions, the RT for FB < LR < UD, with superior accuracy and rotational speed for the FB axis than for the LR and UD axes (all ps < 0.034). (3) Male players from the CH and CL groups had shorter RTs than did those from the OH group at both angles (all ps < 0.047). For female players, the CH group presented a shorter RT than the OH and CL groups did at 90° (all ps < 0.006). (4) No sex difference was found for paper and pencil MRTs, but a male advantage existed only in the CL group for computerized MRTs (p = 0.005). The motor skills associated with axial rotation could promote mental rotation performance and compensate for sex differences in mental rotation ability.

Sport training of axial rotation affects spatial ability: Evidence from behavior and fNIRS

The present study investigated the spatial ability of adolescent athletes with different sport expertise of axial rotation, providing the cognitive characteristics from both behavior and functional near-infrared spectroscopy (fNIRS) tests. 16 basketball and soccer players, 15 freestyle athletes and 15 runners were selected for spatial ability testing with a three-factor mixed experimental design of 3 (sport type: open high-spatial sport, closed high-spatial sport, closed low-spatial sport) × 2 (rotation angle: 45°, 90°) × 3 (rotation axis: horizontal, vertical, longitudinal). Repeated-measures ANOVA was performed to evaluate the behavioral and fNIRS data of the mental rotation test. The behavioral data showed that the closed high-spatial (CH) group showed better performance than the open high-spatial (OH) and closed low-spatial (CL) group for large angle for every rotation axes. The fNIRS results showed the CH group had greater brain activation than the OH and CL group in the left dorsolateral superior frontal gyrus, precentral gyrus, postcentral gyrus, superior parietal gyrus, left angular gyrus, left precuneus and middle occipital gyrus. The findings provide additional empirical support for relating body rotation experience to spatial cognition performance.

Investigation of the Effect of Parametric Patterned Façade and Resulting Daylight Illuminance on Students’ Mood and Task Performance in Architecture Studio-Based Tutoring

Parametric design is one of the thriving contemporary architectural treatments that not only has an influence on the design of building envelopes but is capable of affecting the users physically and psychologically. The efficiency of the daylight resulting from the facade is greatly affected by the envelope’s perforation shapes, sizes, and distribution. This research builds upon a prior study which investigated the effect of Parametric Patterned Façade on daylight performance, quality, and visual comfort concluding with the choice of the highest-performing pattern for daylight metrics. The chosen pattern is the “Triangles Pattern” which was put in situ where the field experiment took place. The current study analyzed the effect of illuminance, and illuminance distribution resulting from the parametric patterned facade on architecture students’ mood and task performance in the setting of an architecture studio-based tutoring. Both quantitative and qualitative research methods were adopted; quantitative through the utilization of a Spatial Ability Test to assess students’ task performance, and qualitative through a self-reporting mood assessment, and subjective daylight perception questionnaire. The analysis was conducted through three types of tests to investigate the research hypothesis; statistical analysis of hypothesis (t-test), PANAS schedule for mood assessment, and comparative analysis of the subjective questionnaire between the base case condition and the parametric patterned façade condition. The results of paired sample study indicated that the students’ performance was enhanced after the exposure to the second condition (PPF condition) over the first (BC condition). Also, for the NA assessment, both PANAS assessment and t-test analysis results showed a difference in means between the two conditions indicating that there was an enhancement of the NA. Finally, a framework is proposed for the utilization of a Parametric Patterned façade in an educational setting. The implications of this experiment inform architects of the importance of daylighting techniques to enrich the educational environment, and how to establish a research methodology for the enhancement of daylight design using both technical and psychological approaches.

Integrating Scientific Approaches in Digital Learning Materials to Improve Spatial Abilities in Cube Geometry: A Research and Development

This research aims to determine the level of validity, practicality and effectiveness of digital teaching materials based on a scientific approach, so that they can improve students' spatial abilities in cube material. This type of research is development research with the ADDIE development model. Research instruments in the research include questionnaire validation sheets, lesson plan validation sheets, digital teaching material validation sheets, test instrument validation sheets, spatial ability tests, as well as teacher and student response questionnaires to digital teaching materials. The research results show that: (1) the scientific approach-based digital teaching materials developed have met the validity criteria based on validator assessments with the average validity of digital teaching materials for material being 3.44 and 3.82 for media in the very appropriate category; (2) the scientific approach-based digital teaching materials developed have met the practicality criteria through: a) the results of the student response questionnaire to digital teaching materials show a practicality percentage of 82.75% in the very practical category, b) the results of the teacher response questionnaire to digital teaching materials show practicality percentage 91.67% in the very practical category; (3) The scientific approach-based digital teaching materials developed meet the effective criteria with: a) classical student learning completeness of 90%, b) more than 65% of students have achieved 75% of the learning objectives for each indicator, c) increasing students' spatial abilities After using digital teaching materials, it can be seen from the students' average score increasing from 47.67 in the pretest to 86.50 in the posttest. The results of the N-Gain analysis which shows that students' spatial abilities have increased by 0.725, meaning they are in the high category.

The Effects of Augmented Reality Geometry Learning Applications on Spatial Visualization Ability for Primary School Pupils

Geometry is considered a fundamental component to be mastered in the elementary school mathematics curriculum. Lower primary school pupils frequently experience obstacles because of the abstract nature of geometric concepts and the requirement for spatial visualization skills, which are necessary for strengthening their conceptual understanding. Augmented reality (AR) technology offers a promising solution by providing visual representations of geometric shapes. Thus, this study aimed to investigate the effects of AR technology in primary school education on pupils’ spatial visualization abilities in geometry. Employing a quasiexperimental pre- and post-test research design, this study involved 61 second-grade pupils from two Northern Malaysian primary schools. The selection of schools followed cluster sampling techniques, while intact groups were utilized to select samples. Data were collected from two groups: an experimental group that utilized the LearnGeoAR applications and a control group that employed conventional teaching methods to learn geometric shapes. This study used the spatial visualization ability test (SVAT) instrument, grounded in Van Hiele’s theory of geometric thinking. The findings revealed that the experimental group, which utilized AR applications, exhibited a higher mean score in pupils’ spatial visualization ability in geometry compared to the control group. Additionally, the experiment demonstrated a moderate effect on both groups. This finding highlights the potential of AR technology in enhancing pupils’ spatial visualization skills in geometry instruction, providing valuable insights for instructional methodologies.

Analysis of Students' Spatial Abilities Reviewed From Gender Differences In Class X

Spatial skills are important for studying geometric shapes. People who have good spatial abilities can easily imagine objects in three dimensions. Factors that influence differences in student abilities include gender differences. The aim of this research is to describe students' spatial abilities in terms of gender differences. The type of research used is quantitative-qualitative research. Spatial ability test results data are calculated and presented in quantitative form and analyzed qualitatively. This research was conducted at SMA Negeri 3 Ambon class X Science 1 with a total of 36 students consisting of 12 male students and 24 female students. In determining the subject of this research, a purposive sampling technique was used, namely taking data sources with certain considerations. The research subjects selected to be interviewed were 6 students with the assessment criteria for spatial ability test questions consisting of 1 male student and 1 female student with high spatial ability, 1 male student and 1 female student with moderate spatial ability, and 1 male student with moderate spatial ability. male and 1 female student with low spatial abilities. The largest percentage of student test results are in the low category. Based on the results of the spatial ability test, it shows that in the element of spatial perception, male subjects are more likely to meet the indicators of the ability to identify objects vertically and horizontally even though the position of the object is manipulated. Meanwhile, female subjects tend to use their spatial abilities as indicators of the ability to distinguish lines, horizontal and vertical planes in spatial figures. In the spatial visualization element, male subjects are more likely to fulfill the indicators than female subjects regarding stacks of unit cubes whose position or shape has been manipulated and visualizing stacks of unit cubes from more than one point of view. For the element of mental rotation, male subjects tend to be more capable than female subjects of rotating, imagining rotation and describing a flat shape or spatial structure correctly after rotation. However, elements of spatial orientation of female subjects are more likely to determine the appearance of objects from different perspectives than male subjects. In the spatial relations element, male subjects are more likely to determine the relationship of an object with other objects than female subjects.

Exploring the Role of Geometry Understanding and Spatial Ability in Academic Achievement: The Moderating Effect of Self-Confidence

This study investigates the impact of understanding geometry concepts, spatial ability, and self-confidence on student learning outcomes. Understanding geometry enhances mathematical logic, spatial ability strengthens spatial comprehension, and self-confidence boosts learning motivation. Collectively, these variables are crucial for improving student learning outcomes. The research employed an explanatory design, conducted in two elementary schools within the same cluster. A random sampling method selected samples from one class of an Elementary School in Panyikokkang with 21 students and another class with 23 students, resulting in a total of 44 students. Data collection instruments included a validated Self-Confidence questionnaire, Geometry Concept Understanding test, Spatial Ability test, and a Student Learning Outcomes test derived from daily quizzes on geometry topics. Data were analyzed using Inferential Statistical Analysis and Moderated Regression Analysis (MRA). The Moderated Regression Analysis (MRA) revealed that self-confidence acts as a quasi-moderator in the relationship between understanding geometry concepts and learning outcomes. Specifically, students with higher self-confidence showed a better understanding of geometry concepts, positively influencing their learning outcomes. However, self-confidence did not moderate the effect of spatial ability on learning outcomes. These findings highlight the importance of understanding geometry concepts in enhancing students' comprehension of geometry and developing spatial abilities at the elementary level. The results suggest that self-confidence plays a significant role in mediating the relationship between understanding geometry concepts and learning outcomes but not between spatial ability and learning outcomes. The study underscores the necessity for educators to focus on understanding geometry concepts and fostering self-confidence to design effective learning strategies that improve student achievement in mathematics, particularly in geometry.

ASSESSMENT OF LEARNING FLAT-SIDED SPACES BASED ON SPATIAL ABILITY

This study aims to determine the results of the assessment of students' spatial abilities which are very important to master to understand geometry relations, and geometry properties, and solve mathematical problems including on the material of flat-sided spaces in class VIII. This research uses descriptive research through qualitative and quantitative approaches. The sampling technique in this study used a random sampling technique with 31 students as the research sample. The research instruments used were observation and interview guidelines with qualitative analysis and spatial ability tests with quantitative analysis. The analysis of the test instrument was processed with the help of SPSS and Microsoft Excel to determine the feasibility of the instrument. Based on the results obtained through several aspects of the assessment of students' spatial abilities seen from four indicators of ability. The concept understanding indicator has increased until the last meeting, while the pattern recognition and imagination indicators tend to increase and decrease at the last meeting. The interview results also prove that the spatial ability test instrument given for five meetings is quite helpful in understanding the flat-sided space building material

Effect of Computer Animation Instructional Package on Students’ Achievement in Hybridization in Chemistry

The study aimed to ascertain how learners' performance in the chemical hybridization concept was affected by the Computer Animation Instructional Package (CAI). A pretest-posttest quasi-experimental research design was used in the study. There were 120 seniors secondary school students in the sample. The control group received instruction via traditional lectures, while the experimental group was treated using computer animation. The Hybridization Achievement Test (HAT) and Students' Spatial Ability Test (SSAT) were tested and used for data collection. The tests had reliability coefficients of 0.71 and 0.77, respectively using Kuder Richardson 20. Using estimated marginal means and Analysis of Covariance (ANCOVA) at a 0.05 significance level, seven research hypotheses were tested. Results showed that CAI highly impacted students' performance in the chemical concept of hybridization. A noteworthy interaction effect between gender and spatial ability was also found, favouring females with high spatial ability over males with low spatial ability regarding learners' performance. The research results indicate that CAI enhanced students' performance on the hybridization concept in chemistry. The results also showed the gender-friendly and successful instructional characteristics of CAI.

Profile of Spatial Ability of High School Students when Solving Geometry Problems

Learning geometry began in elementary school and continued through high school, as well as at more advanced levels in the area of interest of higher education. This is because studying geometry can enhance students' problem-solving skills and mathematical reasoning. Prioritized in geometry are the acquisition of spatial reasoning skills and an understanding of geometrical shapes and properties. This research aims to describe the spatial abilities of high school students in solving geometry problems. This study used qualitative research methods using descriptive design. The research subjects in this study were ten grade students in a senior high school in Aceh, Indonesia, consisting of three subjects with high, medium and low geometry abilities. Data collection techniques used were tests and interviews. The instruments in this study were geometric ability tests, spatial ability tests and interview guidelines. Data analysis techniques use data analysis techniques; data reduction, data display and draw a conclusion. The results of the study show that the spatial ability profile of students in the high and medium categories in solving geometry problems is that they have good abilities in showing correct perception of the position of geometric objects; have good ability to show correct perception of the shape of a geometric object. The low category students have good abilities in spatial perception but have poor abilities in visualization abilities. Students with high, medium and low abilities in solving geometry problems have good abilities in demonstrating mental rotation abilities.

Consistency of spatial ability performance in children, adolescents, and young adults.

Spatial abilities are essential cognitive skills for many aspects of our everyday life that develop substantially throughout childhood and adolescence. While there are numerous measurement tools to evaluate these abilities, many of them have been designed for specific age groups hampering comparability throughout development. Thus, we determined test-retest-reliability and minimal detectable change for a set of tests that evaluate spatial ability performance in their variety in youth and compared them to young adults. Children (age: 11.4 ± 0.5 years, n = 26), adolescents (age: 12.5 ± 0.7 years, n = 22), and young adults (age: 26.1 ± 4.0 years, n = 26) performed a set of five spatial ability tests twice, 20 min apart: Paper Folding Test (PFT), Mental Rotation Test (MRT), Water Level Task (WLT), Corsi Block Test (CBT), and Numbered Cones Run (NCR). Relative and absolute test-retest reliability was determined by calculating the intraclass correlation coefficient (ICC3,1) and the standard error of measurement (SEM), respectively. Further, the minimal detectable change (MDC95%) was calculated to identify clinically relevant changes between repeated measurements. Irrespective of test, reliability was "excellent" (i.e., ICC3,1 ≥ 0.75) in all age cohorts and the SEM values were rather small. The MDC95% values needed to identify relevant changes in repeated measurements of spatial ability performance ranged between 0.8 and 13.9% in children, 1.1 and 24.5% in adolescents, and 0.7 and 20.8% in young adults. The determined values indicate that the investigated set of tests is reliable to detect spatial ability performance in healthy children, adolescents, and young adults.

Comparison of spatial and non-verbal reasoning abilities in veterinarians in the fields of radiology and surgery.

Spatial ability tests measure capacity for mentally understanding and interpreting three-dimensional images. Such skills have been found to be predictive for anatomical learning success and proficiency in human and veterinary medical students. Veterinarians in the radiology and surgery field develop high levels of three-dimensional topographic anatomic understanding through exposure to anatomy portions of the veterinary curriculum, followed by highly specialized residency programs. Validated testing tools were used to compare spatial and general non-verbal reasoning abilities in veterinarians in the field of radiology (radiology group, RG) and veterinarians in the field of surgery (surgery group, SG). These tests were: Guay's Visualization of Views Test: Adapted Version (GVVT), the Mental Rotation Test (MRT), and Raven's Advanced Progressive Matrices Test, short form (APMT). Results showed a significant difference for GVVT scores in favor of the RG (15.2 ± 0.3 and 12.3 ± 0.4, respectively, p < 0.05). There were no significant differences in scores for MRT and APMT between the RG and SG. There was a significant positive correlation between spatial ability tests scores and general non-verbal reasoning test scores for the RG but not for the SG. Future studies are planned to determine if the RG innately possess high spatial and reasoning skills, and to expand the present findings to other veterinary specialty areas.

Spatial Ability Performance in Interior Design and Architecture: Comparison of Static and Virtual Reality Modes

Recent advancements in virtual reality (VR) technology have enabled its integration into learning diverse aspects of spatial components and relationships in the field of spatial design, as well as designing, communicating, collaborating, and managing complex building projects. With the growing interest in incorporating VR technology in spatial design, examining whether people understand, perceive, and perform spatial tasks in the same way in VR as they do in static modes is essential. Thus, the purpose of this study was to compare spatial ability performance in a conventional static paper–desktop mode and an interactive VR mode. Thirty students completed the Architecture and Interior Design Domain–Specific Spatial Ability Test in both modes. Their visual cognitive style was measured with the Object–Spatial Imagery Questionnaire, and their responses to the usability of the VR mode were analyzed. The results revealed: (a) significant difference in performance between static and VR modes, including better performance in three spatial visualization subconstructs in static mode than in VR; (b) no gender difference in VR mode; (c) a tendency of spatial visualizers to benefit from VR mode; and (d) a tendency of people with high spatial ability to be more susceptible to test mode. Overall, the results contribute to expanding our understanding of spatial ability performance in different test modes and provide insights concerning the integration of VR into the development of spatial ability tools and education.