TY - JOUR
T1 - Implementation of a Nontraditional Spatial Skills Training Program
AU - Fontaine, Maxine
AU - de Rosa, Alexander John
N1 - Publisher Copyright:
© American Society for Engineering Education, 2021
PY - 2021/7/26
Y1 - 2021/7/26
N2 - This research paper will assess the effectiveness of various approaches to building spatial skills in a remote learning environment, including the use of a sketching app and origami folding. The Purdue Spatial Visualization Test: Rotations (PSVT:R) is used to measure spatial ability before and after completion of the spatial skills training. The importance of spatial ability in engineering is well-established and many first-year programs have been developed to help incoming students with low spatial ability build these critical skills. In our study, the spatial ability of all first year engineering students was assessed using the PSVT:R during the first week of class. A spatial skills training program was then implemented for those who scored below a threshold of 70% on the PSVT:R. Students who elected to participate in the spatial skills training program were offered two tracks, dubbed the “direct” and “indirect” approaches. The direct approach involved the use of the Spatial Vis app by eGrove Education while the indirect approach tasked students with completing origami models based on instructional diagrams. In addition to this targeted training, sketching activities that build spatial skills were also built into the graphics class for all students regardless of PSVT:R test score. After training for 4 weeks, students were offered a midterm retake of the PSVT:R. Those that again failed to reach the threshold score of 70% were encouraged to continue with another 4 weeks of training before a final test using the PSVT:R at the end of the semester. Statistically significant increases in spatial ability were observed for students who undertook training in both the direct (n=70) and indirect (n=19) approaches. Students who did not enroll in training, but continued in the course and retook the PSVT:R (n=30) also improved their spatial ability. Similar trends were observed when broken out by gender or by initial level of spatial ability; statistically significant increases in spatial ability were observed for both female (n=55) and male (n=64) students, and for those starting out at different initial levels of spatial skill. No significant differences in the level of improvement were found between either type of training, indicating that sketching in the Spatial Vis app and folding origami are both effective methods for improving spatial ability.
AB - This research paper will assess the effectiveness of various approaches to building spatial skills in a remote learning environment, including the use of a sketching app and origami folding. The Purdue Spatial Visualization Test: Rotations (PSVT:R) is used to measure spatial ability before and after completion of the spatial skills training. The importance of spatial ability in engineering is well-established and many first-year programs have been developed to help incoming students with low spatial ability build these critical skills. In our study, the spatial ability of all first year engineering students was assessed using the PSVT:R during the first week of class. A spatial skills training program was then implemented for those who scored below a threshold of 70% on the PSVT:R. Students who elected to participate in the spatial skills training program were offered two tracks, dubbed the “direct” and “indirect” approaches. The direct approach involved the use of the Spatial Vis app by eGrove Education while the indirect approach tasked students with completing origami models based on instructional diagrams. In addition to this targeted training, sketching activities that build spatial skills were also built into the graphics class for all students regardless of PSVT:R test score. After training for 4 weeks, students were offered a midterm retake of the PSVT:R. Those that again failed to reach the threshold score of 70% were encouraged to continue with another 4 weeks of training before a final test using the PSVT:R at the end of the semester. Statistically significant increases in spatial ability were observed for students who undertook training in both the direct (n=70) and indirect (n=19) approaches. Students who did not enroll in training, but continued in the course and retook the PSVT:R (n=30) also improved their spatial ability. Similar trends were observed when broken out by gender or by initial level of spatial ability; statistically significant increases in spatial ability were observed for both female (n=55) and male (n=64) students, and for those starting out at different initial levels of spatial skill. No significant differences in the level of improvement were found between either type of training, indicating that sketching in the Spatial Vis app and folding origami are both effective methods for improving spatial ability.
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M3 - Conference article
AN - SCOPUS:85124568249
JO - ASEE Annual Conference and Exposition, Conference Proceedings
JF - ASEE Annual Conference and Exposition, Conference Proceedings
T2 - 2021 ASEE Virtual Annual Conference, ASEE 2021
Y2 - 26 July 2021 through 29 July 2021
ER -