Technology mediated assessment of dynamic spatial ability.

Abstract

The role of spatial ability in STEM educational performance has been substantially illustrated since the inception of this research agenda. However, studies which have identified this relationship typically do so using static measures of performance. It is posited that dynamic spatial ability may align more with the dynamic environment in which humans must negotiate however technological limitations have constrained the capacity to test this faculty. Building on past studies of dynamic spatial ability, the aim of this study was to initiate the creation of psychometric tests for dynamic spatial factors. The findings suggest a gender difference favouring males which aligns with results regularly cited using static measures and a number of considerations for future psychometric developments in this area are offered. It is envisioned that the development of these tests could aid in ascertaining the role of dynamic spatial ability in STEM education and subsequently assist in the direction of associated future educational developments.