Computerized and adaptable tests to measure visuospatial abilities in STEM students

Juan Cristobal Castro-Alonso; Paul Ayres; Fred Paas

doi:10.1007/978-3-319-60018-5_33

Computerized and adaptable tests to measure visuospatial abilities in STEM students

Juan Cristobal Castro-Alonso^*, Paul Ayres, Fred Paas

^*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceeding › Chapter

Abstract

Performance in Science, Technology, Engineering, and Mathematics (STEM) disciplines can depend on the sub-abilities of spatial ability and visuospatial working memory. According to the STEM task, certain sub-abilities may be more important than others in predicting achievement. Similarly, some individual characteristics (e.g., gender) moderate some of these sub-abilities. For example, males on average have higher mental rotation spatial ability than females, whereas spatial working memory tends to be less prone to gender effects. In addition, the results of the tests measuring these sub-abilities can be changed by manipulating certain variables. We present a battery of nine computerized and adaptable instruments to measure these sub-abilities, with the aim of informing cognitive researchers about the processing abilities most vital for undertaking STEM tasks, and how they can be modified to suit learner characteristics.

Original language	English
Title of host publication	Advances in human factors in training, education, and learning sciences: Proceedings of the AHFE 2017 International Conference on Human Factors in Training, Education, and Learning Sciences
Editors	Terence Andre
Place of Publication	Cham, Switzerland
Publisher	Springer
Chapter	33
Pages	337-349
ISBN (Print)	9783319600185
DOIs	https://doi.org/10.1007/978-3-319-60018-5_33
Publication status	Published - 2018
Externally published	Yes

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1007/978-3-319-60018-5_33

Cite this

Castro-Alonso, J. C., Ayres, P., & Paas, F. (2018). Computerized and adaptable tests to measure visuospatial abilities in STEM students. In T. Andre (Ed.), Advances in human factors in training, education, and learning sciences: Proceedings of the AHFE 2017 International Conference on Human Factors in Training, Education, and Learning Sciences (pp. 337-349). Springer. https://doi.org/10.1007/978-3-319-60018-5_33

Castro-Alonso, Juan Cristobal ; Ayres, Paul ; Paas, Fred. / Computerized and adaptable tests to measure visuospatial abilities in STEM students. Advances in human factors in training, education, and learning sciences: Proceedings of the AHFE 2017 International Conference on Human Factors in Training, Education, and Learning Sciences. editor / Terence Andre. Cham, Switzerland : Springer, 2018. pp. 337-349

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abstract = "Performance in Science, Technology, Engineering, and Mathematics (STEM) disciplines can depend on the sub-abilities of spatial ability and visuospatial working memory. According to the STEM task, certain sub-abilities may be more important than others in predicting achievement. Similarly, some individual characteristics (e.g., gender) moderate some of these sub-abilities. For example, males on average have higher mental rotation spatial ability than females, whereas spatial working memory tends to be less prone to gender effects. In addition, the results of the tests measuring these sub-abilities can be changed by manipulating certain variables. We present a battery of nine computerized and adaptable instruments to measure these sub-abilities, with the aim of informing cognitive researchers about the processing abilities most vital for undertaking STEM tasks, and how they can be modified to suit learner characteristics.",

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Castro-Alonso, JC, Ayres, P & Paas, F 2018, Computerized and adaptable tests to measure visuospatial abilities in STEM students. in T Andre (ed.), Advances in human factors in training, education, and learning sciences: Proceedings of the AHFE 2017 International Conference on Human Factors in Training, Education, and Learning Sciences. Springer, Cham, Switzerland, pp. 337-349. https://doi.org/10.1007/978-3-319-60018-5_33

Computerized and adaptable tests to measure visuospatial abilities in STEM students. / Castro-Alonso, Juan Cristobal; Ayres, Paul; Paas, Fred.
Advances in human factors in training, education, and learning sciences: Proceedings of the AHFE 2017 International Conference on Human Factors in Training, Education, and Learning Sciences. ed. / Terence Andre. Cham, Switzerland: Springer, 2018. p. 337-349.

Research output: Chapter in Book/Report/Conference proceeding › Chapter

TY - CHAP

T1 - Computerized and adaptable tests to measure visuospatial abilities in STEM students

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N2 - Performance in Science, Technology, Engineering, and Mathematics (STEM) disciplines can depend on the sub-abilities of spatial ability and visuospatial working memory. According to the STEM task, certain sub-abilities may be more important than others in predicting achievement. Similarly, some individual characteristics (e.g., gender) moderate some of these sub-abilities. For example, males on average have higher mental rotation spatial ability than females, whereas spatial working memory tends to be less prone to gender effects. In addition, the results of the tests measuring these sub-abilities can be changed by manipulating certain variables. We present a battery of nine computerized and adaptable instruments to measure these sub-abilities, with the aim of informing cognitive researchers about the processing abilities most vital for undertaking STEM tasks, and how they can be modified to suit learner characteristics.

AB - Performance in Science, Technology, Engineering, and Mathematics (STEM) disciplines can depend on the sub-abilities of spatial ability and visuospatial working memory. According to the STEM task, certain sub-abilities may be more important than others in predicting achievement. Similarly, some individual characteristics (e.g., gender) moderate some of these sub-abilities. For example, males on average have higher mental rotation spatial ability than females, whereas spatial working memory tends to be less prone to gender effects. In addition, the results of the tests measuring these sub-abilities can be changed by manipulating certain variables. We present a battery of nine computerized and adaptable instruments to measure these sub-abilities, with the aim of informing cognitive researchers about the processing abilities most vital for undertaking STEM tasks, and how they can be modified to suit learner characteristics.

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DO - 10.1007/978-3-319-60018-5_33

M3 - Chapter

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BT - Advances in human factors in training, education, and learning sciences: Proceedings of the AHFE 2017 International Conference on Human Factors in Training, Education, and Learning Sciences

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ER -

Castro-Alonso JC, Ayres P, Paas F. Computerized and adaptable tests to measure visuospatial abilities in STEM students. In Andre T, editor, Advances in human factors in training, education, and learning sciences: Proceedings of the AHFE 2017 International Conference on Human Factors in Training, Education, and Learning Sciences. Cham, Switzerland: Springer. 2018. p. 337-349 doi: 10.1007/978-3-319-60018-5_33

Computerized and adaptable tests to measure visuospatial abilities in STEM students

Abstract

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