# A Global Overview of SVA--Spatial-Visual Ability
## 5 Results
### Analysis by the Age Categories and Assessment Tools
#### 5.1.8 Age--Not Applicable (A8)
Complex STEM challenges improve students' spatial abilities and cross-disciplinary subject understanding which implicates that research and education must embed both integrated \begin{table}
\begin{tabular}{c c c c c c} \hline \hline
**Reference** & **Country** & **Year** & **Age** & **Sector** & **Objective** \\ \hline
[1] & USA & 1979 & NA & B + I & Comprehensive psychometric investigations on human spatial skills, emphasizing on vision and orientation.—NA & \\
[2] & India & 2018 & NA & F & Examiner spatial-skill frameworks, concepts, and experimental studies to better comprehend this area of cognition.—NA & \\
[19] & Israel + USA & 1985 & NA & B & Quantify sex disparities in spatial ability, establish their sources and determine the time of their appearance in a lifetime.—NA & \\
[78] & USA & 2006 & NA & A & Discuss the relevance of isometric views in spatial-visualisation assessments, specifically in the PSVT:R [33].—MRT & \\
[79] & USA & 2012 & NA & A & Summarize tests used to assess cognitive spatial ability in engineering students and evaluate the cognitive skills they look at.—NA & \\
[80] & Canada & 2007 & NA & B & Provide both figures with stimuli on white and grey backrops to address background choice.—MRT & Estimate the gender difference in 3D mental rotation ability measured by PSVT:R [33] and examine the effects of testing conditions on differential performance by gender.—MRT, SVA 1 (2D to 3D) (OB) & \\
[82] & USA & 2003 & NA & D & Discuss the advantages and limitations of Virtual Reality (VR) over conventional spatial ability assessments.—NA & Present the premise of functional groupings of spatial skills as an organisational structure for scientific inquiry.—NA & \\
[83] & USA & 2003 & NA & F & Investigate the way information processing mechanisms affect spatial abilities and study the gender inequalities via developmental research.—NA & \\
[84] & USA & 2008 & NA & F & Investigate the link between spatial skills and STEM problem-solving. & \\
[85] & Netherlands & 2023 & NA & F & Explore formal and informal spatial education methods to improve spatial skills. & \\  & & & & & Examine gender and socio-economic status impacts on STEM and spatial aptitude.—NA & \\
[86] & USA & 1993 & NA & G & Analyse and discuss the connection between G—general intelligence and spatial abilities.—MRT, SVA 1 (2D to 3D) & \\
[87] & Europe + USA & 2008 & NA & J & Assess the efficacy of instruments employed to gauge the 3D spatial skills of engineering students.—MRT, SVA 1 (2D to 3D), SVA 2 (3D to 2D) (OB) & \\ \hline \hline \end{tabular}
\end{table} 
Table 10: Not Applicable—A8. as well as informal STEM training as effective methods for enhancing the spatial abilities of students. Traditionally perceived as practical and mechanical aptitudes, spatial abilities are now acknowledged for their significance in abstract reasoning and creative thought. Spatial tests serve as assessments for general intelligence--G, gauging both overall cognitive abilities and task-specific skills, while also correlating with performance in various other spatial tasks [86]. Based on the extensive documentation by [PERSON] and [PERSON], diverse assessment tools have been employed to assess the spatial aptitude of engineering students across different audiences in Europe and the United States. When choosing a tool for educational research focused on the enhancement of spatial skills, it is crucial to have a clear understanding of the specific aspects that need evaluation [87] and the most commonly utilized assessments for gauging spatial cognition of engineering students globally are the MRT [32] and the MCT [40].