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This study explores the potential of using creative 3D modeling for the development of spatial abilities. We investigate the efficiency of spatial training programs with a focus on differences in spatial information processing in real and virtual environments. Participants were architecture and civil engineering students in the first and second study year. The standardized Spatial Ability Test by Séra, Kárpáti and Gulyás (2002) was used for the assessment of relevant skill components: spatial perception, visualization and mental manipulation. In order to analyze visuospatial information processing and problem solving, we documented the phases of planning and modeling and revealed problems and motivating factors of the design process through student surveys. We discuss factors influencing the perception and interpretation of space and showed strategies of engineering students in solving spatial problems. The effectiveness of the program was unrelated to gender, specialization, secondary level studies and learning environments (real and virtual spaces). Post-test results of the experimental groups were significantly higher (t[226]=-4.70, p0.001) and the effect size of the developmental program was d=1.07. Research has proven that an appropriately constructed set of creative problem solving tasks in modeling and construction, results in significant development of spatial skills and are as effective as traditional drawing tasks. Creative modeling is an activity with high motivation value and can be utilized to develop spatial abilities that are basic for the professional development of engineers and architects.

The Impact of Creative Construction Tasks on Visuospatial Information Processing and Problem Solving