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Spatial Visualization ability improves with and without studying Technical Drawing

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Abstract

The results of several studies suggest that spatial ability can be improved through direct training with tasks similar to those integrated in the tests used to measure the ability. However, there is a greater interest in analyzing the effectiveness of indirect training such as games or of learning subjects that involve spatial processes to a certain extent. Thus, the objective of the present study was to analyze whether the indirect training in Technical Drawing improved the Spatial Visualization ability of Architecture students. For this purpose, a group of students enrolled in Fundamentals of Architecture were administered two tests, a Spatial Visualization task and an Abstract Reasoning task, at the beginning and the end of a semester, after having received training through the subjects “Technical Drawing I: Geometry and Perception” and “Projects I.” The results of this group were compared with those of a control group of students enrolled in a Mathematics degree, who were also pre-post evaluated but had not received the training in Technical Drawing. The study showed a significant pre-post improvement in both, Visualization and reasoning. However, this improvement occurred in both groups, thereby concluding that this improvement was not due to indirect training. Furthermore, no significant differences were found between men and women in any of the groups or conditions. These results clarify those of an earlier study where improvement in Visualization after training in Technical Drawing was found but did not include a comparison with a control condition. The control condition has proved to be important in order to consider the limitations of the effect of Technical Drawing on said improvement.

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Acknowledgements

This research falls under the research line for which M.J. Contreras and M. R. Elosúa have received financial support for the research Project EDU2013-46437-R from the Spanish Ministry of Economy and Competitiveness.

Author information

Authors and Affiliations

  1. Departamento Psicología Básica I, Facultad de Psicología, Universidad Nacional de Educación a Distancia (UNED), Juan del Rosal, 10, 28040, Madrid, Spain

    María José Contreras, Rebeca Escrig & M. Rosa Elosúa

  2. Universidad de Salamanca, Salamanca, Spain

    Gerardo Prieto

Authors
  1. María José Contreras
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  2. Rebeca Escrig
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  3. Gerardo Prieto
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  4. M. Rosa Elosúa
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Corresponding author

Correspondence to María José Contreras.

Ethics declarations

Conflict of interest

The authors declare that they have no conflict of interest.

Ethical approval

The ethics committee of the university (UNED) approved the study with written informed consent from all participants. Written consent was obtained from them, in accordance with the Declaration of Helsinki.

Additional information

Handling editor: Thomas Shipley (Temple University). Reviewers: Nicole Hallinen (Temple University), Anveshna Srivastava (Homi Bhabha Centre for Science Education, Mumbai).

Appendices

Appendix 1: Program of the subjects undertaken by the Architecture group within the indirect training and their duration

Technical Drawing I: Geometry and Perception

Architecture as the foundation and purpose of drawing. Architectural thinking and graphic action. Language and code: convention, transgression, invention. Drawing as action, as a process. Architectural intention and graphic intention: identification and differentiation of architectural drawings. The perceptive attributes of the form and its graphic expression. Drawing as an expression of the limits of the architectural form. Introduction to graphic resources. Qualification of the calligraphic line and the regulated line. Drawing and graphic operations: dot, line, spot. Drawing and support: proportion, measure, scale, graphic composition. Drawing as a construction of lines governed by Geometry. Formal control: geometric structure and graphic form. General concept of projection: control of volume in space and plane. Introduction to the types of projections and systems of representation. Development of straight and oblique cylindrical projections: fundamentals and geometric properties. Operations with geometric elements in the representation systems: point, line and surface belonging, bodies, intersections and distance measurement. Operations with elementary architectural forms in the space: geometric construction, groupings, plane sections and notes. Introduction to the architectural sketch: observation, capture and expression of formal and dimensional data, graphic record. Introduction to graphic expressions suitable for terrain and urbanism. Description of the architectural form through series of projections: floors, elevations, sections. The section drawing as a form of expression of Architecture. The uprising as a codified expression of the form. Survey of elementary Architectures. The scheduled class hours for this subject are shown below.

Distribution of class hours for the subject Technical Drawing I. Geometry and Perception

Theory

15

15

30

Practice

45

75

120

Total

60

90

Sum: 150

Projects I

Introduction to the theory and practice of Architecture. The project as an interpretation-transformation of reality. Formal ideation and its expression as the basis of the architectural project. The scheduled class hours for this subject are shown below.

Distribution of class hours for the subject Projects I

Theory

10

 

10

Practice

40

75

115

Exhibitions and seminars

10

10

20

Individual tutorials with programmed content

 

5

5

Total

60

90

Sum: 150

Appendix 2: Subjects undertaken by the Mathematics group during the same period of indirect training

Subjects

 

Mathematical Analysis I

 

Basic Structures of Algebra

 

Computer Science

 

Discrete Mathematics

 

Linear Algebra and Geometry

Introduction to linear equation systems. Matrices. Determinants. Vector space. Linear applications. Diagonalization. Canonical forms. Bilinear and quadratic forms.

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Contreras, M.J., Escrig, R., Prieto, G. et al. Spatial Visualization ability improves with and without studying Technical Drawing. Cogn Process 19, 387–397 (2018). https://doi.org/10.1007/s10339-018-0859-4

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  • DOI: https://doi.org/10.1007/s10339-018-0859-4

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