# A Global Overview of SVA--Spatial-Visual Ability
## 5 Results
### Analysis by the Age Categories and Assessment Tools
#### 5.1.3 Ages 9 Years to 15 Years--Middle- and High-School Students (A3)  
Table 5 states in the domain of geometry, the investigation of student spatial-visual ability and gender analysis was conducted through a case-study approach in [26]. The study utilised the reflective questionnaire by [PERSON], [PERSON], and [PERSON], 2017 as cited by [26], followed by a semi-structured interview of the participants and gender analysis of student spatial-visual abilities. The study used the categories of visualisation developed by [PERSON] \begin{table}
\begin{tabular}{c c c c c c} \hline
**Reference** & **Country** & **Year** & **Age** & **Sector** & **Objective** \\ \hline
[18] & USA & 2015 & Under 8 years & A + E + G & \(\bullet\) & Statistics on the malleability of spatial abilities based on a meta-analysis with its organisational structure. \\  & USA & 2015 & Under 8 years & A + E + G & \(\bullet\) & Formulating assessments to measure skills in geoscience and individual differences.—SVA 2(3D to 2D) (OB) 2  & D & \(\bullet\) & Design an educational game that strengthens cognitive abilities in children. \\  & Indonesia & 2023 & 5 to 8 years & D & \(\bullet\) & Aid preschool educator and parents in adopting educational simulations.—NA \\ \hline
[25] & Germany & 2024 & Kindergarten children & B & \(\bullet\) & Explore implicit and explicit gender norms on child spatial ability. \\  & Germany & 2024 & Children & B & \(\bullet\) & Examine gender preconceptions and performance on a spatial task.—MRT \\ \hline \end{tabular}
\end{table} 
Table 4: Ages 6 years to 8 years—A2. \begin{table}
\begin{tabular}{c c c c c c} \hline
**Reference** & **Country** & **Year** & **Age** & **Sector** & **Objective** \\ \hline
[23] & USA & 1985 & 3–4 years & G + H & Examination of young children’s ability to discriminate reflections and rotations of visual stimuli within the confines of a mental-rotation task.—MRT \\  & USA & & & & & \\  & & & & & \\
[24] & China/Hong Kong & 2020 & Kindergarten children & A + G & A + G & children’s mathematics, EF (executive functioning) and VS (visual–spatial skills).—MRT \\ \hline \end{tabular}
\end{table} 
Table 3: Ages 5 years and below—A1. and [PERSON], 1999, as cited by [26]. The findings indicated inadequate spatial-visual ability in students in geometry, especially in visual representation, with boys generally outperforming girls. In 2013, ref. [7] carried out a study to determine whether spatial ability could predict the integration and application of prior knowledge, along with the generation of new knowledge. This study employed a technique centred on group membership to investigate remote parameters and assess the construct reliability of psychometric tests. The selection criteria of the participants included a minimum score of 500 on the SAT-M (Scholastic Aptitude Test--Mathematics) and a minimum score of 430 on the SAT-V (Scholastic Aptitude Test--Verbal), which indicate the participants' cognitive ability to be in the top 0.5% for their age group. The significance of spatial ability for comprehending education and enhancing intellectual creativity in STEM areas was emphasized by the results. Ref. [7] suggests future research to examine the methods by which spatial ability supports original thinking and inventive output. A Spanish study [27] carried out on a group of 1008 children from the WISC-V normative sample utilised the WISQ-V FSIQ (Wechesler Intelligence Scale for Children--5 th edition Full Scale Intelligence Quotient) and fundamental scores on indexes to evaluate the relationship between cognitive performance and the education level of parents, gender, and the make-up of the family. While gender was not a significant predictor of cognitive capacity, family structure had a minimal impact, with dual-parent families having children who obtained higher scores in comparison to single-parent families.