# A Global Overview of SVA--Spatial-Visual Ability
## 5 Results
### Analysis by the Age Categories and Assessment Tools
#### 5.1.5 Ages 18 Years to 22 Years--University and Graduate Students (A5)
[PERSON], a South Korea-based scholar, examined the academic performance of design freshmen in terms of innovation, spatial ability, and visual cognitive approach via the Torrance Test of Creative Thinking (TTCT), designed by Dr. [PERSON] in 1966 and cited by [21], the Mental Rotations Test (MRT) [38], and the Architectural Spatial Ability Test (ASAT) [53], among other tests, and found no significant association; nevertheless, a positive association was observed between general spatial abilities and visual cognition. The study also highlighted the need to develop parameters for measurement of creativity and spatial ability that are domain-specific while emphasizing the necessity of having an in-depth understanding of students' potential and their academic development [21]. With digital intervention as a parameter, a study examined the relationship between various cognitive abilities through the Mental Rotations Test (MRT) [32] and the Santa Barbara Sense of Direction scale (SBSOD) [45] in addition to other assessments; small-scale spatial abilities were found to estimate performance on environmental-learning tasks, indicating that various spatial scales are somewhat but not completely distinct from one another. An exploratory factor analysis was carried out in order to obtain differences in environmental learning from firsthand exposure and instruction compared to learning from simulated environments and video content [54]. Another recent inquiry determined the effectiveness of an online spatial-skills training program via the Revised PSVT:R [33]. In the context of freshmen studying computer programming, the online program was noted to be effective at boosting spatial abilities, primarily for students identified as having a spatial-skills deficiency by a preliminary screening for spatial ability [55]. [PERSON], [PERSON], and [PERSON] observed the impact of incremental theory in mental rotation tasks, a skill that is commonly associated with masculinity [56]. Female participants were tested with a virtual version of the Mental Rotations Test (MRT) [32]. Involvement and performance of women in mental rotations tasks can be driven by designed features, by aspects of mindset such as self-perception of competence, and by methods adopted [56]. An American study at the intersection of the domains of gender studies, developing of novel assessments, and in-depth inquiry into spatial-visual ability included an experiment that concluded with the finding of positive correlation between spatial aptitude and accuracy of 3D visualisation but not speed [20]. Employing a variety of standard evaluation tools, it determined that spatial ability can be utilised to compare comprehension mistakes and apprehend their causes, as the study related to visualisation comprehension. One of the early American studies conducted solely in the field of interior design in 1987 determined that coursework can aid in improving perceptual ability, implying that subpar results on the Differential Aptitude Tests (DAT), which was designed to assess perceptual levels by [PERSON], [PERSON], and [PERSON] in 1972, as cited by [57], should perhaps not hinder admission into the Interior Design program. As opposed to being a vital ability for the study of architecture, senior students' poor performance in comprehending abstract forms in architecture curricula, as observed from the outcomes of the American Educational Testing Services' Architectural Scholastic Aptitude Test (ASAT), is attributed to a lack of practise [58]. According to a study by [PERSON], the computer-based Architectural Spatial Ability Test [53] and academic performance in architecture were linked, underlining the significance of spatial ability in academic achievements. Performance on that test nevertheless did not relate to performance on a variety of wider spatial skill tests or on the Torrance Test of Creative Thinking (TTCT), designed by Dr. [PERSON] in 1966, as cited by [53].