Techniques used to Improve Spatial Visualization Skills of Students in Engineering Graphics Course: A Survey <s> IV. EVALUATION METHODS <s> During the 1999 Fall semester at North Carolina State University, a study was conducted to determine the effectiveness of using trimetric pictorials instead of isometric pictorials on the Purdue Spatial Visualization Test — Visualization of Rotations (Guay, 1977). Undergraduate students enrolled in Graphic Communications courses completed computer versions of the PSVT and the Mental Rotations Test (Vandenberg & Kuse, 1978) during the first six weeks of classes. The instruments were used to record student responses and response times as well as information on gender, current major, and number of previous graphics courses completed. The control group completed the original version of the PSVT (isometric pictorials) and the MRT. The experimental group completed a revised version of the PSVT (trimetric pictorials) and the MRT. The researcher hypothesized that trimetric pictorials would be a more sensitive predictor of spatial visualization ability. <s> BIB001 </s> Techniques used to Improve Spatial Visualization Skills of Students in Engineering Graphics Course: A Survey <s> IV. EVALUATION METHODS <s> Chemists and scientists use spatial abilities as part of the way they understand and communicate their subject areas. A review of the foundational research literature in spatial ability and its connections to chemistry as a field and chemical education research allows for the formulation of implications for teaching in chemistry. <s> BIB002 </s> Techniques used to Improve Spatial Visualization Skills of Students in Engineering Graphics Course: A Survey <s> IV. EVALUATION METHODS <s> article i nfo Article history: This one-year longitudinal study investigated the benefits of spatial training among highly gifted science, technology, engineering and mathematics (STEM) undergraduates (28 female, 49 male). Compared to a ran- domized control condition, 12 h of spatial training (1) improved the skills to mentally rotate and visualize cross-sections of 3-D objects shortly after training, (2) narrowed gender differences in spatial skills shortly after training, and (3) improved examination scores in introductory physics (d=.38) but not for other STEM courses. After eight months, however, there were no training differences for spatial skills, STEM course grades, physics self-efficacy, or declared majors. Large gender differences, favoring males, persisted for some spatial skills, physics grades, and physics self-efficacy eight months after training. These results suggest that sustained exposure to spatially enriching activities over several semesters or years may be necessary to address gender gaps in spatial skills among highly gifted STEM undergraduates. <s> BIB003 </s> Techniques used to Improve Spatial Visualization Skills of Students in Engineering Graphics Course: A Survey <s> IV. EVALUATION METHODS <s> This meta-analysis was conducted to estimate the magnitude of gender difference in three-dimensional (3-D) mental rotation ability and to investigate how factors related to test administration conditions play a role in varying gender difference effect sizes and threatening validity. Individuals’ 3-D mental rotation ability was measured by the Purdue Spatial Visualization Tests: Visualization of Rotations (PSVT:R). We integrated 70 effect sizes of gender differences in mental rotation ability measured by the PSVT:R which were obtained from 40 primary studies. The results indicated that male participants outperformed females on the test (Hedges’ g = 0.57). The I 2 statistic indicated 41.7 % of variation in effect sizes reflects real heterogeneity. The moderator analysis indicated that male superiority on spatial ability tasks measured by the PSVT:R is related to the implementation of time limits. The gender difference became larger when stringent time limits (equal or less than 30 s per item) were implemented. <s> BIB004 </s> Techniques used to Improve Spatial Visualization Skills of Students in Engineering Graphics Course: A Survey <s> IV. EVALUATION METHODS <s> This paper presents an initiative taken at the University of South Alabama to assess and improve the spatial visualization skills of the first year freshman engineering students. The University of South Alabama is currently listed as a team member of the NSF funded ENGAGE (Engaging Students in Engineering) program. In an effort to implement one of the three strategies of ENGAGE to improve student retention, a spatial visualization component was introduced in the Freshman Seminar/ Introduction to Engineering course in the Fall of 2012. The objective of incorporating spatial visualization into Freshman Seminar was to provide the incoming engineering students the prerequisite spatial skills required to become successful in their subsequent engineering courses. The Purdue Spatial Visualization Test: Rotations (PSVT:R) was administered as a pre-test to assess the spatial visualization ability of the students in the beginning of the semester. Following the pre-test, a series of brief lectures along with a set of computer based exercises was used to improve the spatial visualization skills of the students. A post-test and a survey were used at the end of the semester to assess the effectiveness of the initiative. An observation of the mean preand post-test scores indicated an overall improvement in student’s spatial visualization skills. This improvement appeared more pronounced in female students than their male counterparts. There was an 11.8% increase in the mean score of the female students, whereas there was a 6.9% increase in the mean score of the male students. A statistical analysis of the preand post-test scores also demonstrated a statistically significant gain in average sores of the students. In addition to test results, student’s response to the assessment survey indicated that this initiative was effective in raising awareness in the students that spatial visualization skill is very useful to become successful in engineering studies. <s> BIB005
The basic test is MRT. It founded in 1971 by Shepard and Metzler. A mental rotation test is a measurement tool for MRS and SVS. However, it used for general STEM fields. MRT is the most test has difficulties in calculating the result of students when they tested to measure their improved mental rotation. MRT required to calculate not result of the test, but also how much response time for each question with calculating error rate BIB001 , BIB003 . One of the standard tests is special for academic using and the engineering field. The test is PSVT: R. We are going to use this test in our research. The PSVT: R is exceedingly used in different fields and programs of engineering in colleges and universities. The PSVT: R used in engineering learning and education because it based on isometric drawings for spatial visualization BIB004 . Moreover, PSVT: R used in engineering colleges because it "can be used as an assessment tool for diagnosing and improving students" spatial visualization skills in any engineering course that requires basic understandings of visual representation of objects" BIB005 . PSVT: R considered MRT, but it is developed in 1977 by Bonder and Guay with more facilities. MRT considered at most of the rotation skill only and all questions of the test based on ten cubes face-to-face as it is a rigid arm-like structure as shown in Fig. 1 . The student decided if two objects are matched or dis-matched, or can choose one of three models which one rotated as the original model BIB002 . Moreover, the samples of questions are not available and need to use a computer to test it due to the needing to calculate the response time. However, PSVT: R consider both rotation and spatial skill with visualization ability. The PSVT test consists of three parts that are "development" to see how the student can visualize the folding of 3D objects. The second part is "rotation" to see how the student can mentally rotate the 3D objects. The third part is "visualization" to see how the student can visualize 3D objects from on point view through glass cube BIB002 . The PSVT test is suitable for a student from 15 age and older especially the engineering students. The following Fig. 2, 3 , and 4 show the PSVT test examples. Fig. 2 shows the first part of PSVT that is development test. One object is not folding and just drown in 2D. Then the student needs to fold and visualize the structure of 3D objects. After that, the student selects one answer among five answers. In the example of Fig. 2 , the correct answer is only B. Each part consists of 12 questions. Fig. 3 shows the second part of PSVT: R that is rotation test. One object rotated in particular directions. The original and rotated 3D objects shown as an example for the student. Then another 3D object is displayed and ask the student to rotate it mentally as in the direction of example, and then select only one rotated 3D object among five answers. The correct answer in this example is only D. Fig. 4 shows the third part of PSVT that is view test. A 3D object is drawn and asks the student to imagine it as in a glass cube, and he/she is around the cube. Then, the student has to move around the cube until he/she see the black dot between student and 3D object. After that, the student visualizes the structure of the subject matter according to his seeing of an object in the direction of the black dot. Select one answer among five 3D objects. The correct answer in the example of The part of the rotation is as shown in Fig. 3 that is PSVT: R. It is considered one of the standard tests of mental rotation  . In general, PSTV there are 36 questions, with 6 questions answered before all three parts (2 answered question as examples for each part). In the PSVT: R, There are 30 questions with solving examples and the students have to answer it during 20 minutes by Guay in (1976) BIB005 . The PSVT: R available in the ETS test collection and has since been widely used by researchers in engineering and technology fields. In 2009, before release the Revised PSVT: R, Smith  suggests adding the axes of coordinates to the questions of PSVT: R. Adding the axes is to represent the orientation of objects in space to minimize the effect of spatial visualization in the exam. Moreover, adding the coordinates is to because the students take twenty minutes to solve twenty question whether it thirty questions as Barnoff concluded in his research BIB001 . An example for PSVT: R with axes shows in Fig. 5 .