[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-290903-105":59,"doc-detail-290903-en":131},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":124,"head_meta":126,"extra_data":128,"updated_unix":130},105,"en","spatial-visualization-supports-students-math-mechanisms-for-spatial-transfer","Spatial Visualization Supports Students' Math - Mechanisms for Spatial Transfer","","A randomized control trial tested two spatial intervention programs to improve Grade 4 students' spatial visualization skills and mathematics performance (N = 287). One treatment used isolated digital spatial training (40 minutes, fourteen weeks), while the other embedded spatial visualization skill development into math lessons paired with the same digital practice (N = 92). Engagement with the embedded program produced large additive effects, whereas isolated training showed transfer to math with mixed spatial reasoning gains. Digital training skill targets mediated math performance, moderated by initial spatial reasoning.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/spatial-visualization-supports-students-math-mechanisms-for-spatial-transfer/290903/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/spatial-visualization-supports-students-math-mechanisms-for-spatial-transfer/290903.png","ImageObject",300,407,{"name":92,"@type":93},"Aditya","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-21","2026-09-17",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What was the main goal of the study?","Question",{"text":113,"@type":114},"To evaluate how different spatial visualization interventions affect Grade 4 students' spatial visualization skills and mathematics performance, and to explain the mechanisms behind any transfer.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How did the two intervention programs differ?",{"text":118,"@type":114},"One program provided isolated digital spatial training, while the other embedded spatial visualization skill development into regular math lessons and used digital training practice alongside it.",{"name":120,"@type":111,"acceptedAnswer":121},"What mechanisms were linked to improved math performance?",{"text":122,"@type":114},"The study found that skills targeted in the digital training had a mediation effect on math performance, with effects moderated by students' initial spatial reasoning.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},290903,1789642930,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":130,"read_time":145,"preview_page_count":4},962085564549,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Journal of  \nIntelligence  \nArticle  \nSpatial Visualization Supports Students' Math: Mechanisms for Spatial Transfer  \nTom Lowrie * and Tracy Logan  \nCitation: Lowrie, Tom, and Tracy Logan. 2023. Spatial Visualization Supports Students' Math:  \nMechanisms for Spatial Transfer. Journal of Intelligence 11: 127 .  \n[https://doi.org/10.3390/](https://doi.org/10.3390/)[ ](https://doi.org/10.3390/)jintelligence11060127  \nReceived: 12 April 2023  \nRevised: 12 June 2023  \nAccepted: 13 June 2023  \nPublished: 20 June 2023  \nCopyright: © 2023 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license ([https://](https://)[ ](https://)[creativecommons.org/licenses/by/](creativecommons.org/licenses/by/)[ ](creativecommons.org/licenses/by/)[4.0/](4.0/)) .  \nSTEM Education Research Centre, University of Canberra, Canberra 2617, Australia; [tracy.logan@canberra.edu.au](tracy.logan@canberra.edu.au)  \n* Correspondence: [thomas.lowrie@canberra.edu.au](thomas.lowrie@canberra.edu.au)  \nAbstract: The present study conducted a randomized control trial to assess the efficacy of two spatial intervention programs aimed to improve Grade 4 (N = 287) students' spatial visualization skills and math performance. The first treatment (N = 98) focused on isolated spatial training that included 40 min of digital spatial training across fourteen weeks. The second treatment (N = 92) embedded spatial visualization skill development into math lessons, along with the digital spatial training that provided practice of the newly acquired skills. A business-as-usual group acted as a control (N = 97) . Engagement with the embedded intervention program (i.e., both lessons and digital training) showed large additive effects, highlighting the role of spatial reasoning tools to support the transfer of spatial reasoning to math. The isolated intervention program with the digital spatial training had a transfer effect on math, compared to a business-as-usual control, while spatial reasoning improvements for this group were mixed. The spatial skills targeted in the digital training had a mediation effect on math performance, despite not increasing in the pre–post-test design. The effects of the digital training cohort were moderated by initial spatial skill, with students with lower spatial reasoning making the least gains in math.  \nKeywords: spatial reasoning; math; spatial digital training; spatial visualization  \n1. Introduction  \nSpatial skills have broad implications for mathematics understanding, achievement, and pursuit of STEM careers (Hegarty and Kozhevnikov 1999; Sorby et al. 2013; Wai et al. 2009) . In their meta-analysis, Xie et al. (2020) demonstrated strong associations between spatial reasoning and mathematics and that these positive associations are not moderated by any one type of spatial reasoning or age. These findings highlight that improvement in spatial reasoning will have positive outcomes for mathematics understanding.  \nRecently, training studies have focused on leveraging the development of spatial skills for mathematics outcomes. However, despite positive trends, many questions remain about the conditions most conducive to successful transfer between spatial training and mathematics achievement (Hawes et al. 2022; Lowrie et al. 2020) . In this study, we addressed the critical question of the role of spatial curriculum versus skills training in this relationship by implementing spatial visualization training either in the form of digital games or a learning program combined with digital games. Furthermore, to account for teacher knowledge and confidence in spatial reasoning (Atit and Rocha 2020), all educators, including control group educators, were offered professional learning on the importance of spatial reasoning. This paper reports on the outcomes of this novel intervention design and the implications for incorporating spati","cbCain467UGmAtle","https://ap.wps.com/l/cbCain467UGmAtle","pdf",4931525,21,"English","# Introduction\n## Intervention Studies","[{\"question\":\"What was the main goal of the study?\",\"answer\":\"To evaluate how different spatial visualization interventions affect Grade 4 students' spatial visualization skills and mathematics performance, and to explain the mechanisms behind any transfer.\"},{\"question\":\"How did the two intervention programs differ?\",\"answer\":\"One program provided isolated digital spatial training, while the other embedded spatial visualization skill development into regular math lessons and used digital training practice alongside it.\"},{\"question\":\"What mechanisms were linked to improved math performance?\",\"answer\":\"The study found that skills targeted in the digital training had a mediation effect on math performance, with effects moderated by students' initial spatial reasoning.\"}]","Spatial Visualization Supports Students' Math - Mechanisms for Spatial Transfer | PDF",53]