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Improvement of Spatial Ability Using Innovative Tools: Alternative View Screen and Physical Model Rotator

Abstract

Spatial ability, which is positively correlated with retention and achievement in engineering, mathematics, and science disciplines, has been shown to improve over the course of a Computer-Aided Design course or through targeted training. However, which type of training provides the most beneficial improvements to spatial ability and whether other means would be more effective, is not known. In this research project, two tools for use in spatial ability training were developed and evaluated. One tool, a Physical Model Rotator (PMR), rotates a physical model of an object in synchronous motion with a model of the same object in CAD software. The other training tool, the Alternative View Screen (AVS), provides the user of CAD software with both a solid model (including shading) and a line version view of the object. Students with poor spatial ability were identified through standardized testing and they were then trained over a four week period for one hour each week. The effectiveness of the training tools was evaluated by comparing spatial ability test scores before and after training. Results showed an increase did exist when targeted training was provided. However, this effect was not statistically significant, possibly due to the small sample size.

Introduction

Contero et al1 define spatial ability as the “ability required to both understand and solve descriptive geometrical problems and reading and sketching technical drawings”. From this definition, and many others given in the literature2-6, it is clear that spatial ability is a critical skill needed in the practice of engineering. Secondly, spatial ability skills have been shown to be correlated to retention in STEM disciplines. Sorby and Baartmans7 developed and presented a course aimed at improving the spatial ability of students in a technical university and showed that the retention rates in engineering improved from 52.0% to 61.2% for males and 47.8% to 76.7% for females. The retention of female students at this technical university increased significantly form 68.3% to 88.9%. Hsi et al8 in their study in which students with poor spatial ability were invited to participate in training to improve their spatial ability, showed the

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Onyancha, R., & Towle, E., & Kinsey, B. (2007, June), Improvement Of Spatial Ability Using Innovative Tools: Alternative View Screen And Physical Model Rotator Paper presented at 2007 Annual Conference & Exposition, Honolulu, Hawaii. 10.18260/1-2--1628