Validity of Spatial Ability Tests for Selection into STEM (Science, Technology, Engineering, and Math) Career Fields: The Example of Military Aviation

2016 ◽  
pp. 11-34 ◽  
Author(s):  
James F. Johnson ◽  
Laura G. Barron ◽  
Mark R. Rose ◽  
Thomas R. Carretta
Keyword(s):  
Spatial Ability ◽  
Science Technology ◽  
Military Aviation ◽  
Ability Tests ◽  
Math Career

scholarly journals Typology of spatial ability tests and its implementation in architectural study entrance exams

2017 ◽  
Vol 15 (1) ◽  
pp. 1-14
Author(s):  
Maja Ilic ◽  
Aleksandra Djukic
Keyword(s):  
Spatial Ability ◽  
Divergent Thinking ◽  
Spatial Skills ◽  
Academic Field ◽  
Entrance Exams ◽  
Science Technology ◽  
Ability Tests ◽  
And Mathematics ◽  
Banja Luka ◽  
The University

Specialized spatial skills are necessary for success in various fields of STEM (science, technology, engineering, and mathematics) education. Technical disciplines are an academic field where the largest correlation with spatial skills has been noticed, and therefore spatial skills have been included in the entrance exams of study of architecture at the University of Banja Luka. Given that the scientific community has not reached consensus on what the spatial abilities are, there are various tests and tools used for its assessment, listed by factors that they measure. The paper will present typology of these factors and the variety of tests used for their assessment. This typology of tasks will be compared to the entrance exams held at the University of Banja Luka in the period 2005-2013. Also, the results of entrance exams will be compared with the student?s success in specific groups of subjects during the study period to see if there would be any correlation among them. Results indicate at the emergence of a new factor in assessing the ability of candidates to study architecture - ability of divergent thinking. This correlation of divergent thinking and spatial ability has also been a topic of the latest research in cognitive psychology.

scholarly journals Investigation of spatial ability test completion times in virtual reality using a desktop display and the Gear VR

2021 ◽  
Author(s):  
Tibor Guzsvinecz ◽  
Éva Orbán-Mihálykó ◽  
Cecília Sik-Lányi ◽  
Erika Perge
Keyword(s):  
Virtual Reality ◽  
Mental Rotation ◽  
Spatial Ability ◽  
Interaction Time ◽  
Ability Test ◽  
Ability Tests ◽  
Hand Test ◽  
The Relationship ◽  
Completion Times ◽  
Test Completion

AbstractThe interaction time of students who did spatial ability tests in a virtual reality environment is analyzed. The spatial ability test completion times of 240 and 61 students were measured. A desktop display as well as the Gear VR were used by the former group and by the latter one, respectively. Logistic regression analysis was used to investigate the relationship between the probability of correct answers and completion times, while linear regression was used to evaluate effects and interactions of following factors on test completion times: the users’ gender and primary hand, test type and device used. The findings were that while the completion times are not significantly affected by the users’ primary hand, other factors have significant effects on them: they are decreased by the male gender in itself, while they are increased by solving Mental Rotation Tests or by using the Gear VR. The largest significant increment in interaction time in virtual reality during spatial ability tests is when Mental Rotation Tests are accomplished by males with the Gear VR, while the largest significant decrease in interaction time is when Mental Cutting Tests are completed with a desktop display.

Impact of Spatial Ability Training in Desktop Virtual Environment

2010 ◽  
pp. 180-189 ◽  
Author(s):  
Ahmad Rafi ◽  
Khairulanuar Samsudin
Keyword(s):  
Virtual Environment ◽  
Spatial Ability ◽  
Spatial Visualization ◽  
Control Group ◽  
Engineering Drawing ◽  
Drawing Task ◽  
Ability Tests ◽  
Printed Materials ◽  
And Training ◽  
Desktop Virtual Environment

This case study reports an experimental research based on pretest-post test design that was carried out to investigate the extent of Spatial Visualization (SV) and Mental Rotation (MR) training improvement, differential impact attributed to gender and training method, and training transfer to engineering drawing task. The participants of the study were 101 eight graders comprising 42 girls and 59 boys (mean age = 15 years) and were randomly assigned into two experimental groups and one control group. The first experimental group employed interaction-based training in a desktop virtual environment trainer, the second group used animation-based training, and the control group trained using printed materials and all the three groups were trained for 8 weeks. Data were collected through spatial ability tests and a survey and were analyzed using SPSS version 14. Analysis of data reveals that there were substantial performance gains in SV and MR accuracy, but not in MR speed. Main effects of training in SV and MR accuracy were found where those trained by novel methods especially the interaction-enabled method outperforming the control group. Interaction effects were observed where differential improvement gain in SV and MR accuracy only involved male participants but not their female counterparts. Transfer of training to performance in solving engineering drawing task was observed by differential performances of groups, where those with higher spatial ability managed to perform the task better than those with lower spatial ability after spatial training. This transfer was qualified by the multiple linear regression procedure revealing that spatial visualization was a significant factor in predicting performance in basic engineering drawing task.

scholarly journals Spatial Abilities for Architecture: Cross Sectional and Longitudinal Assessment With Novel and Existing Spatial Ability Tests

2021 ◽  
Vol 11 ◽  
Author(s):  
Michal Berkowitz ◽  
Andri Gerber ◽  
Christian M. Thurn ◽  
Beatrix Emo ◽  
Christoph Hoelscher ◽  
...  
Keyword(s):  
Spatial Ability ◽  
Cross Sections ◽  
Test Performance ◽  
Spatial Abilities ◽  
Domain Specificity ◽  
Cross Sectional ◽  
Advanced Students ◽  
Spatial Performance ◽  
Ability Tests ◽  
Object Composition

This study examined individual differences in spatial abilities of architecture students. Students at different educational levels were assessed on spatial ability tests that varied in their domain-specificity to architecture, with the hypothesis that larger differences between beginner and advanced students will emerge on more domain-specific tests. We also investigated gender differences in test performance and controlled for general reasoning ability across analyses. In a cross sectional study, master students (N = 91) outperformed beginners (N = 502) on two novel tests involving perspective taking and object composition, as well as on a standardized visualization of cross-sections test, but not on a standardized mental rotations test. Longitudinally (N = 117), spatial performance improved after the first bachelor year on visualization of cross-sections, object composition and mental rotation. Although both genders showed higher spatial test performance with increased experience, male students outperformed females across tests and levels of education. The results overall confirmed improvements in spatial performance during architecture studies, with partial support for the domain-specificity hypothesis. A gender gap among advanced students calls for further examining architecture-specific spatial thinking.

scholarly journals Spatial ability of transitioning 2d to 3d apparel design : applying apparel spatial visualization test (asvt) into virtual environment

2021 ◽  
Author(s):  
◽  
Anna Moritz
Keyword(s):  
Product Development ◽  
Spatial Ability ◽  
Mental Imagery ◽  
Virtual Prototyping ◽  
Spatial Visualization ◽  
College Level ◽  
Significant Difference ◽  
Ability Tests ◽  
And Performance ◽  
Development Course

The purpose of this was to develop a 3D Apparel Spatial Visualization Test to examine visualization skills and mental imagery in a virtual prototyping environment of students who major in textile apparel management at the college level. By examining the visualization skills and mental imagery in a virtual prototyping, this research sought to understand how 3D ASVT training could influence student's performance in a product development course. It also sought to examine how experience level (i.e.., number of courses a student has taken) effects performance on 3D ASVT. Results from this study indicated there was no relationship among general spatial ability tests and the developed 3D ASVT. Generally speaking, the study found that the number of product development courses taken positively influence scores on 3D ASVT; and there was not a significant difference among number of courses taken and performance. The study also found that scores on 3D ASVT positively influence performance in product development course

scholarly journals Hubungan kemampuan numerik dan kemampuan spasial terhadap kemampuan komunikasi matematis siswa

2019 ◽  
Vol 14 (2) ◽  
pp. 224-232 ◽  
Author(s):  
Bedilius Gunur ◽  
Derfina Agustavira Lanur ◽  
Polikarpus Raga
Keyword(s):  
Correlation Coefficient ◽  
Spatial Ability ◽  
Significant Relationship ◽  
Random Sampling ◽  
Spatial Abilities ◽  
Mathematical Communication ◽  
Numerical Ability ◽  
Numerical Abilities ◽  
Ability Tests ◽  
Communication Ability

Penelitian ini bertujuan untuk mendeskripsikan (1) hubungan parsial antara kemampuan numerik dan kemampuan spasial dengan kemampuan komunikasi matematis siswa; (2) hubungan kemampuan numerik dan kemampuan spasial secara simultan terhadap kemampuan komunikasi matematis siswa. Penelitian ini merupakan penelitian korelasional dengan populasi adalah siswa kelas VII SMPK Santu Fransiskus Xaverius Ruteng yang terletak di Kecamatan Langke Rembong Kabupaten Manggarai, Propinsi Nusa Tenggara Timur. Sampel sebanyak 66 siswa dipilih menggunakan teknik random sampling. Data diperoleh dari tes kemampuan numerik, tes kemampuan spasial, dan tes kemampuan komunikasi matematis. Analisis uji prasyarat menggunakan uji normalitas, uji linearitas, dan uji multikolinearitas. Analisis data menggunakan analisis korelasi sederhana dan korelasi ganda. Hasil penelitian menunjukkan bahwa (1) terdapat hubungan signifikan antara kemampuan numerik dengan kemampuan komunikasi matematis siswa dengan koefisien korelasi 0,457 dan besar sumbangan kemampuan numerik terhadap kemampuan komunikasi matematis sebesar 20,9%; (2) terdapat hubungan signifikan antara kemampuan spasial dengan kemampuan komunikasi matematis siswa dengan koefisien korelasi 0,426 dan besar sumbangan kemampuan spasial terhadap kemampuan komunikasi matematis sebesar 18,1%; (3) terdapat hubungan signifikan kemampuan numerik dan kemampuan spasial secara simultan terhadap kemampuan komunikasi matematis siswa dengan koefisien korelasi 0,555 dengan kontribusi kedua variable secara simultan terhadap kemampuan komunikasi matematis siswa sebesar 30,8%. The relationship between numerical and spatial ability to students' mathematical communication ability AbstractThis study aimed to describe (1) a partial relationship between students’ numerical abilities and spatial abilities with mathematical communication abilities; (2) simultaneous relationship between students’ numerical and spatial abilities to mathematical communication abilities. This study used correlational research. The population of this research was seventh-grade students of SMPK St. Fransiskus Xaverius Ruteng, located in Langke Rembong Subdistrict, Manggarai Regency, East Nusa Tenggara, Indonesia. A sample of 66 students was selected using the random sampling technique. Data were obtained by using numerical ability tests, spatial ability tests, and mathematical communication ability test. Before analyzing the data, a normality test, linearity test, and multicollinearity test were carried out. The data were analyzed by using a simple correlation and multiple correlations. Data analysis showed that (1) there was a significant relationship between students’ numerical abilities and mathematical communication abilities with correlation coefficient 0,457 and the contribution of numerical ability to mathematical communication ability was 20.9%; (2) there was a significant relationship between students’ spatial abilities and mathematical communication abilities with correlation coefficient 0,426 and the contribution of spatial ability to mathematical communication ability is 18.1%; (3) there was a simultaneous relationship between students’ numerical and spatial abilities to students mathematical communication abilities with correlation coefficient  0,555 with the contribution of both variables to students' mathematical communication ability was 30.8%.

Spatial ability assessment: an aid to student selection for therapy radiography training

1999 ◽  
Vol 1 (2) ◽  
pp. 89-95 ◽  
Author(s):  
L. Waywell ◽  
J. Bogg
Keyword(s):  
General Population ◽  
Spatial Ability ◽  
Three Dimensional ◽  
Student Selection ◽  
Ability Tests ◽  
Selection For ◽  
Set Up ◽  
Block Test ◽  
The Relationship ◽  
Correlation Design

Therapy radiographers require the ability to perceive three-dimensional relationships, in order to position patients correctly for treatment. A test predicting this would therefore be useful during undergraduate selection. This study examines whether therapy radiographers have a greater spatial ability than the general population, and secondly the relationship between spatial and clinical ability.A correlation design utilised 54 therapy radiographers. Each subject undertook 3 tests: 2 spatial ability tests; WAIS block test (WBT) and Lego block test (LBT), and a clinical set-up (CS). Results indicate that therapy radiographers have a significant higher level of spatial ability, p <0.001, than the general population in the 25–34 year age group. Pearsons correlation of WBT with LBT (r = 0.56, p < 0.0005) demonstrated concurrent validity of the new LBT.The results suggest therapy radiographers have a higher degree of spatial ability than the general population. A test of spatial ability would therefore be of use to determine potential clinical competency during undergraduate selection. Whilst a potential useful instrument has been identified further research needs to be undertaken in this area as spatial ability is just one factor needed for clinical competence.

Sign in / Sign up

Export Citation Format

Share Document