Understanding Spatial Ability in Interior Design Education: 2D–to–3D Visualization Proficiency as a Predictor of Design Performance

Abstract

Spatial ability-the ability to represent, transform, and manipulate two-dimensional (2D) or three-dimensional (3D) information-is vital in solving everyday problems; however, compared to the well-known role of spatial ability in engineering or science, little is known about its role in interior design performance. In addition, the mismatch of reported male outperformance on general spatial ability tasks and absence of gender difference in design performance prompt questioning on whether interior design requires a specific type of spatial ability that general spatial ability tests may not sufficiently measure. Thus, the purpose of this study was to understand the details of spatial ability and their relationship with students' interior design performance. In order to clarify the particular spatial proficiency required for interior design, the following test tools were used: (1) general spatial ability tests and (2) the Architecture and Interior design domain-specific Spatial Ability Test (AISAT), developed for this study. The spatial ability scores of 40 interior design majors at one university in South Korea were compared with the scores they received from three experts on design projects they completed. Results show that (1) 2D-to-3D visualization proficiency on the AISAT correlated with both the originality and three-dimensional quality of the design product, (2) 2D-to-3D visualization proficiency predicted both the originality and 3D quality of the design product, and (3) male outperformance was found only in general spatial ability. Results highlight the necessity to nurture 2D-to-3D visualization proficiency for the improvement of design performance in interior design education.

Evaluation of an interactive educational system in urban knowledge acquisition and representation based on students' profiles

“…This training includes having a facility with a wider range of media used to think about architecture and urbanism, including writing, research skills, speaking, drawing and model making. Linked to these skills are visual communication skills (Cho & Suh, 2019; János & Kem Gyula, 2019; Lobovikov‐Katz, 2019; Salerno, 2018). Architecture students tend to express their work primarily by visual representation.…”

A Triangular Relationship of Visual Attention, Spatial Ability, and Creative Performance in Spatial Design: An Exploratory Case Study

“…The participants' spatial ability was measured using the Architecture and Interior Design domain‐specific Spatial Ability Test (AISAT V.2) developed by Cho and Suh (2019) and Suh and Cho (2020). The test consists of two main constructs: mental rotation and spatial visualization.…”

“…The reliability score (Cronbach's alpha) of both AISAT mental rotation and spatial visualization was 0.76, indicating a good level of reliability. Detailed information regarding AISAT and its relation with general spatial ability and creative performance has been reported elsewhere (Cho & Suh, 2019; Suh & Cho, 2020).…”

“…How can this triangular relationship among visual attentional pattern, spatial ability, and creativity be explained? In terms of the relationship between spatial ability and creative performance in spatial design, studies by Cho and Suh (2019) and Suh and Cho (2020) showed a moderately positive correlation between architecture and interior design domain‐specific spatial ability and the inventive generation of three‐dimensional volumes in spatial design. In the following section, we review literature focusing on the relationship between (1) visual attentional pattern and spatial ability and (2) visual attention and creative performance, followed by (3) eye‐tracking technique and interpretation of eye fixation pattern.…”

EDUGAME4CITY. A Gamification for Architecture Students. Viability Study Applied to Urban Design

“…Architects are trained to have the ability to build abstract relationships and understand the impact of ideas based on research and analysis, including the facility with a wider range of media used to think about architecture and urbanism including writing, research skills, speaking, drawing and model making. Linked to these skills are visual communication skills [4][5][6][7]. Architecture students tend to express primary by visual representation and throughout their academic career learn to represent through various representation technologies incorporating them in their design process to better communicate their proposals.…”