Developing a spatial ability framework to support spatial ability research in engineering education.

Abstract

The association between high levels of spatial cognition and success in a number of engineering and technological fields is widely acknowledged within the pertinent literature. There is a now a need for further investigation to explicitly identify the causation underpinning this correlation. An extensive literature review was carried out with the objective of systematically defining spatial ability and identifying its constituting spatial factors. The literature review uncovered a number of critical considerations which merit recognition for spatial ability research. The significance of this paper lies in the presentation of these considerations as underpinning criteria for a new comprehensive theoretical framework which would ultimately map out the cognitive domain of spatial ability. It is anticipated that such a framework could be used to guide future research that investigates the significance of spatial ability within engineering education.