Do Video Games Improve Spatial Abilities
of Engineering Students?*
JORGE MARTIN-GUTIE
Â
RREZ, JOSE
Â
LUIS SAORI
Â
N, NORENA MARTI
Â
N-DORTA
Departamento Expresio
Â
n Gra
Â
fica en Arquitectura e Ingenierõ
Â
a (DEGAI). La Laguna University, 38204
MANUEL CONTERO
Instituto en Bioingenierõ
Â
a y Tecnologõ
Â
a orientada al Ser Humano (I3BH).
Polytechnic University of Valencia, 46022 Valencia, Spain
This paper analyses the relations between the spatial abilities of first year engineering students and
the use of certain types of video games. The study was carried out with Mechanical, Electronic and
Civil Engineering students at the University of La Laguna (Spain) during the 2007/2008 academic
year. An intensive training course on spatial abilities was conducted, using only video games as a
learning tool. The video games were used on two different platforms: personal computers (PC) and
handheld video games consoles (Nintendo DS). This console was chosen as it was the only one that
offered the possibility of playing interactively with the screen, using an electronic pencil. The game
chosen was Tetris because there is a PC and a Nintendo version, and it requires spatial abilities to
play. Spatial abilities were measured by two tests: the MRT and the DAT: SR. From the results
obtained, we can conclude that video games are a good strategy for improving spatial abilities.
Keywords: spatial abilities; video games; MRT; DAT: SR; electronic pencil, Tetris
INTRODUCTION
THE USE OF VIDEO GAMES to improve
spatial abilities has been related by several authors
[1± 4], however, no reference has been found to any
specific study conducted in Engineering Graphics
at Engineering Schools at University level.
We had specific data about the use of video
games in engineering students at the University of
La Laguna (Tenerife, Spain). These data were
collected at the beginning of the academic year
2004/05 as part of Saorõ
Â
n's Ph.D. thesis [5]. The
spatial abilities of students starting the first year of
an engineering degree at this University were
measured with two tests: MRT (Mental Rotation
Test) and DAT: SR (Differential Aptitude Test,
Spatial Relation) [6].
Measurements were taken of 460 students, who
were also asked to fill in a data questionnaire with
information on 20 aspects that could be related to
spatial abilities, such as: age, sex, education,
hobbies, sports played, whether or not they were
regular video game players, etc. Owing to the
breadth of the aspects covered in this questionnaire,
the concept of what was considered a regular video
games player was never precisely defined. For this
reason, each student classified him/herself as a
regular player or not, based on his/her own criteria.
The data obtained in the Saorõ
Â
n's study were
processed using a multi-variant regression that
identified the use of video games as a significant
variable within the set of aspects studied (this is
especially true when referring to the MRT test).
The general conclusions concerning video games
drawn from this initial study [5] are listed below.
.
Regular use of video games enables students to
get better results in the spatial abilities tests
(especially in Mental Rotation).
.
The percentage of female non-players is notice-
ably higher than the percentage of non-playing
men.
.
Players, be they men or women, obtain higher
than average scores for their sex in the tests and
higher scores than non-players.
.
The worst results are obtained by non-playing
women.
These conclusions obviously have to be taken with
certain reservations, bearing in mind that the data
concerning the condition of regular user of video
games was obtained on the basis of the criteria of
the subject taking part in the study.
In this paper, we will attempt to clarify the
status of regular video game user with a new
data survey.
On the other hand, not all the video games are
equal. Some authors have used the `Tetris' video
game as a tool to improve spatial abilities [1, 7], as
was the case in this experience. These studies were
conducted in the field of psychology, focusing on
the effects caused during adolescence and related
to gender. More recent works [8] claim that train-
ing with action games develops spatial skills,
benefiting women to a greater extent than men.
In the next sections, the question of whether
* Accepted 21 April 2009.
1194
Int. J. Engng Ed. Vol. 25, No. 6, pp. 1194±1204, 2009 0949-149X/91 $3.00+0.00
Printed in Great Britain. # 2009 TEMPUS Publications.
video games can improve the spatial skills of
engineering students will be analysed. First a
summary is given of the components of spatial
skills and the tools to measure them, and then a
pilot study based on training with video games are
described in detail, along with the remedial course
and a statistical analysis of the results. The paper
ends with the presentation of the conclusions
reached from this experience and with some propo-
sals for future work.
MEASUREMENT OF SPATIAL ABILITIES
AND TRAINING METHODS
There can be no doubt that spatial ability is one
of the components of human intelligence as this is
backed by countless lines of research [9±14]. There
is not, however, any clear agreement on the sub-
skills that this component is made up of. McGee
[15] distinguishes five components of spatial skills:
Spatial Perception, Spatial Visualisation, Mental
Rotation, Mental Relation and Spatial Orienta-
tion. Some of the most widely accepted theories are
in the paper by Lohman [11] and the Meta-analysis
conducted by Linn and Petersen [16]. This identi-
fies three kinds of spatial skills: Spatial Perception,
which requires participants to locate the horizontal
or the vertical in a stationary display while ignor-
ing distracting information. Mental Rotation
involves the ability to imagine how objects will
appear when they are rotated in two or three-
dimensional space. Spatial Visualisation refers to
the ability to manipulate complex spatial informa-
tion when several stages are needed to produce the
correct solution.
Halpern and LaMay [17] added two other
distinct types: Spatial-Temporal Ability and the
Generation and Maintenance of a Spatial Image.
The former involves judgments about the
responses to dynamic or moving visual displays,
and the latter requires participants to generate an
image such as the shape of a particular letter of the
alphabet, and then use the information in the
image to perform a specified cognitive task.
Researchers from the fields of psychology [18]
and geometry [19] simplify this classification into
two components:
1. Spatial RelationÐThe ability to imagine rota-
tions of 2D and 3D objects as a whole body
2. Spatial VisualisationÐThe ability to imagine
rotations of objects or their parts in three
spatial dimensions by folding and unfolding.
There are a large number of tools available for
measuring spatial abilities [20±24]. Using this latter
classification, we chose two tests, one for each of
the main categories outlined above, to enable us to
quantify the values of the spatial ability:
1. the Mental Rotation Test (MRT) for spatial
relations [20];
2. the Differential Aptitude TestÐSpatial Rela-
tions Subset (DAT: SR) for spatial visualisation
[21].
Differences in spatial skills between men and
women have been studied in many studies, which
suggest that men have the edge over women in
mental rotation tasks [16, 25, 26].
On the other hand, some authors have suggested
that these differences may be influenced by the
different social status of the people concerned [27,
28], or by environmental and socio-cultural aspects
[29]. A knowledge of the relation between the
regular tasks that men and women carry out and
spatial abilities would therefore be a good indica-
tor. Some studies done along these lines [8, 30]
conclude that video games may be a tool to
improve these abilities.
Spatial skills can improve with specific training.
The methodologies used may differ, depending on
the area of application (pen and paper sketches,
Fig. 1. Example of MRT test question.
Fig. 2. Examples of DAT.SR test questions.
Do Video Games Improve Spatial Abilities of Engineering Students? 1195
isometric sketching, multi-media platforms, on-
line platforms, video games, virtual reality,
augmented reality, specific software, physical
materials, etc.). Contents such as descriptive
geometry, orthographic views, three-dimensional
modelling, etc. have been used in engineering in
order to improve the spatial abilities of students.
Dejong [31], Lord [32], Sorby [33, 34] and Alias et
al. [35] used a traditional graphics course on
sketching activities, orthographic projection,
isometric drawing. In his work, Wiley [36]
concluded that 3D solid models and animation
may help in developing visual perception abilities.
Devon et al. [37], demonstrate that solid modelling
increases the student's visualisation scores much
more than using 2D CAD. In recent studies,
Martin-Dorta et al. [38], compare the effect of
several different methodologies for improving
spatial abilities and they show that the Google
Sketch Up software is an optimum tool to be
included in these methodologies. Du
È
nser et al.
[39] conclude that augmented reality is a highly
useful tool for training spatial abilities. Rafi et al.
[40] demonstrate the effect of virtual reality based
training on improving the spatial abilities of men
and women.
PILOT STUDY
Rationale
The development of spatial abilities in engineer-
ing students is directly related to the professional
success of their work [41, 42].
Some researchers have undertaken training
courses aimed at improving spatial abilities
among university students [31, 37, 39, 45]. In the
University of La Laguna, on the other hand,
previous research has been done with short
improvement courses [4, 38]. The focus of these
courses has varied:
.
based on classic exercises (views) using pencil
and paper;
.
multimedia Web-based exercises on-line;
.
sketch-based modelling using a calligraphic
interface;
.
using the Google Sketch-up modelling applica-
tion as a work tool. (http://www.sketchup.com ).
The objective is for students to achieve a minimum
level of spatial ability by the end of their training,
which should help them to participate successfully
in the regular engineering graphics course taught
during the first term in most undergraduate engin-
eering courses.
It is common practice in many Spanish univer-
sities to offer a series of remedial courses for
freshman engineering students, to enhance their
knowledge in basic subjects such as mathematics,
physics, chemistry or engineering graphics. These
courses are usually taught some weeks prior to the
official beginning of the academic term. In other
cases, they are concentrated in the first weeks of
the term. Attendance is voluntary and these reme-
dial courses are recognised as elective subjects in
the personal curriculum of the student.
This pilot study has been designed as a course to
improve spatial abilities based on the use of video
games on two different platforms: PC type per-
sonal computers and Nintendo DS type portable
consoles.
Data questionnaire
Mindful that the objective was to obtain reliable
data on the effect of video games, we designed a
new data questionnaire to be filled in by theses
students.
Apart from the usual data (age, sex, etc.), the
new questionnaire provides details about the parti-
cipants and the video games. These surveys reveal
that the average number of hours of video-gaming
for all the students is over five hours a week. All
students who play for at least three hours a week
are classified as regular players. This questionnaire
also asked for information on the platform that
students use (personal computer or type of
console) and the kind of games used (action,
adventure, simulators, skills, intelligence, sport,
ability puzzles, etc.).
Selection and description of the sample.
At the beginning of the academic year 2007/08
(October), the spatial abilities of engineering
students were measured (MRT and DAT) and
the questionnaire was completed on a total of
119 first year Mechanical, Electronic and Civil
Engineering students at the University of La
Laguna (Spain).
Volunteers were called for, from among students
enrolled in Engineering Studies at the beginning of
the first term, to take part in a spatial ability
improvement course based on the use of video
games. They were told that the video game that
would be used on the course would be `Tetris'.
Initially, 77 students enrolled for the training
course, but, for a range of different reasons (lack
of time, other commitments, illness, etc.) only 35
students completed the course, so the data that we
obtained are based on a sample of this number of
students.
The pilot study was conducted during the first
week of the academic year 2007/08 so, at the time
of taking part in the experience, these students had
not attended any Engineering Graphics classes in
their degree courses.
Table 1. Test results of participants before intensive course
MRT DAT
Mean
(SD)
Mean
(SD)
Total population
(n 119)
17.55
(8.31)
39.13
(11.07)
Total sample
Intensive course
(n 35)
17.43
(8.21)
41.49
(10.31)
J. Martin et al.1196
The spatial abilities of the students who are
going to participate in the training course are on
a similar level to those of the total population. See
Table 1.
Before launching the pilot study we conducted a
study of the required sample size (n) considering
the minimum gain to detect and the standard
deviation of the population. The probabilities for
Type I error (a-error) and type II error ( error)
were fixed to 5% and 10%, respectively (normal
values). See Table 2.
n Z
Z
2
S:D:
2
d
;
where
n sample size
Type I error ( 0:05) Z
1:96
Type II error ( 0:10) Z
1:28 (power,
1 ÿ is the probability of avoiding a type II
error)
S.D. expected standard deviation
d expected precision.
The 35 students were divided into two sub-groups
on the basis of the platform on which they were
going to play (21 on PC platform and 14 on
Nintendo DS platform), taking `non-regular
players' as a top priority criterion to choose students
to do the course on the Nintendo DS platform and
the number of available consoles. Interaction on the
touch sensitive screen with the pointer was consid-
ered intuitive for people who were not familiarised
with video games. According to the sample size
considered in our study, we should detect at least
four points of gain and a standard deviation of gain
of between 4.5 and 5.5 points. See Table 2.
Table 3 shows the spatial abilities levels of
regular video games players and of non-regular
players. We conducted the t-student test for inde-
pendent series, with a view to checking whether the
means of the two samples were similar or not. In
the case of comparing the mean MRT values of
players and non-players, this gives a p-value of less
than 0.01 (0.0036 < 0.01), and for the DAT-SR, a
p-value of less than 0.05 (0.027 < 0.05). In light of
these results, we can fairly say that the mean and
standard deviation obtained from the MRT and
DAT-SR tests confirm that there are significant
differences between the spatial abilities of regular
and non-regular players.
Although the object of this paper is not to
analyse the results by gender (there are several
studies that focus on this aspect [30, 43] ), it is
interesting to present the results (Table 4), which
show several important aspects for future studies:
.
The percentage of regular male video game
players (75%) is greater than the percentage of
female players (30%).
.
The effect of being a gamer or not is clearer
among women than among men.
These data ratify Saorin's suspicion of 2005: the
fact that a regular video games player obtains
higher scores in the tests measuring spatial abilities
and that female regular gamers are a minority. In
general, the initial spatial abilities level of women
is lower than that of men.
Selection of video game and platform
To select a game and choose a platform for the
experience, research has had to be done into the
Table 2. Sample size calculation for the study of improve
spatial abilities
Estimates standard deviation of the gain scores (S.D)
n 4.5 5 5.5 6 6.5 7
1 213 262 318 378 444 514
2 53 66 79 94 111 129
3 24 29 35 42 49 57
4 13 16 20 24 28 32
5 9 10 13 15 18 21
6 6 7 9 10 12 14
7 4 5 6 8 9 10
8 3 4 5 6 7 8
d (precision±gain value)
Table 3. Test results by kind of player
Students
Mean
MRT
(SD)
Mean
DAT-SR
(SD)
Total 119 17.55
(8.31)
39.13
(11.07)
Regular video game player 74 19.13
(8.49)
40.65
(11.09)
Non-regular video game player 45 14.96
(7.38)
36.62
(10.69)
Table 4. Test Results by kind of player and gender
Men Women
Students
Mean
MRT
(SD)
Mean
DAT
(SD) Students
Mean
MRT
(SD)
Mean
DAT
(SD)
Total 86 19.74
(8.08)
40.77
(10.38)
33 11.85
(5.91)
34.85
(11.80)
Regular video game player 64 20.00
(8.47)
41.55
(9.93)
10 13.60
(6.60)
34.90
(16.32)
Non-regular video game player 22 19.00
(6.95)
38.50
(11.57)
23 11.09
(5.57)
34.83
(9.68)
Do Video Games Improve Spatial Abilities of Engineering Students? 1197
world of leisure and video games and consoles. The
most widely used platforms among video game
users are: Personal Computer (PC), Sony PlaySta-
tion (model 1, 2 and 3), Sony PlayStation Portable
(PSP), Nintendo Wii, Nintendo DS, Nintendo
Game Boy Advance and Microsoft Xbox 360.
Other platforms less widely used by players
include: Nintendo Game Cube, Sega Dreamcast,
Nokia N-Gage, Game Park 32 (GP32).
Portable consoles (PSP and Nintendo DS) are
well accepted, as users want more and more
performance from smaller, more versatile and
portable devices. On the other hand, the same
video game may be available on different plat-
forms, although it is not played in exactly the same
way. Each game is adapted to the controls of each
platform. For this study, the categories of video
games used are the categories established in the
report `Jo
Â
venes y Videojuegos' drafted by
INJUVE, Institute of Youth, which answers to
the Ministry of Work and Social Affairs (Spanish
government) [44]: Platform, simulators, action,
ability, intelligence, practising some kind of
sport, sporting strategy, non-sporting strategy,
motor, shooting, fighting, graphic adventure, role
and arcade games.
The decision was taken to organise this experi-
ence into Personal Computers and Nintendo DS
consoles. The PC was chosen as the most accessible
means for everyone to play and the Nintendo DS
console was chosen as the only one that offered the
possibility of playing interactively with the screen,
using an electronic pencil.
The following conditions were proposed for
choosing the game to be used in the training
course:
.
It must be based on geometric forms or figures.
.
It had to be possible to manipulate, rotate, and
move the forms, figures, elements.
.
It must be related to some spatial ability such as
spatial relations or spatial visualisation.
.
It must offer the possibility of counting points
scored or the levels reached.
.
It must be supported on the two platforms: PC
and Nintendo DS.
.
There must be the possibility of using an elec-
tronic pencil on the Nintendo platform.
There are many PC platform based games that
meet these requirements [46±48]. Some of these are
very interesting: Bloxors [48], Evilcube, Rotation,
Laby, Figuras, Gridlock, Farao
Â
n [46]. The same
cannot be said of the Nintendo DS platform:
because it was new on the market, at the time of
this work, there were practically no games avail-
able that meet all the requirements set. One of the
few games available on the two platforms that does
meet all the aforesaid requirements is `Tetris'. For
the PC, we opted the free Tetris versions available
on Internet. The particular games that were chosen
were `Tetris Arena-Revolution' (available in http://
www.terminalstudio.com/tetris.shtml) and `3D-
Tetris' (available in http://www.xdgames.com/
games/3dblocks). For the Nintendo DS console,
`Tetris DS' was used [49].
Details of the improvement course
The course to develop abilities through the use
of video games was designed on the premise that it
would be done by two groups: one using the PC
version of the game and the other group using the
Nintendo DS console. The course consisted of
playing the different modes of games available
both in PC and Nintendo DS versions (Figs 3±9).
The course had 5 hours of training and 2 hours
dedicated to undergoing tests.
The PC platform course used the following
modes of play.
1. Tetris Classic (Fig. 3) the basic level consists of
shifting and rotating geometric figures simulat-
ing bricks (pieces) of different shapes that `fall
due to gravity'. When a complete line is formed
(without gaps), the row disappears. Pieces
cannot be allowed to build up to reach the
top of the screen if the player does not want
to lose the game. The Advanced level consists of
having to play the game faster. The pieces `fall'
at a greater speed and, therefore, one has to
think out the position that we want to rotate,
shift and place them quicker.
Fig. 3. Tetris Arena. Classic Mode.
Fig. 4. Tetris Revolution. Revolution Mode.
J. Martin et al.1198
2. Revolution (Fig. 4) also has basic and advanced
levels with the variant that there are pieces with
other shapes and pre-created rows of pieces can
emerge from the bottom of the screen.
3. Tetris block 3D, this is the same system but, in
this case, it is a 3D game.
a) Mega Tris (Fig. 5), the pieces `fall' to make a
wall in isometric perspective.
b) Block 3D (Fig. 6), the area that the pieces fall
into is a cube. In this case, an entire surface has
to be completed at the same level to make it
disappear.
The course on the Nintendo DS platform used the
following modes of play:
1. Tetris Marathon. This is the same as the Tetris
Classic mode on the PC platform. Once a
number of rows have been eliminated, the
player goes to a higher level, on which the
pieces `fall' at a faster rate, so the player has
Fig. 5. Tetris Block 3D. Mega Tris Mode.
Fig. 6. Tetris Block 3D. Tetrix 3D Mode.
Fig. 7. Tetris Marathon.
Fig. 8. TactileÐTower.
Fig. 9. PuzzleÐPuzzle.
Do Video Games Improve Spatial Abilities of Engineering Students? 1199
to think faster about the best way to place the
pieces (Fig. 7). The pieces are manipulated with
the buttons on the console.
2. TactileÐTower. In this mode of play, the pieces
are piled up and the player has to shift and
rotate then using an electronic pencil to make
full rows, which are then eliminated. The objec-
tive is to eliminate all the pieces (Fig. 8).
3. PuzzleÐpuzzle. There are 200 puzzle exercises,
in which the player is given a `wall' with gaps.
The player then has to eliminate all the rows of
the wall with the three pieces available. The
player can rotate these pieces to fit them into
the wall with the electronic pencil to make the
best fit (Fig. 9).
4. TactileÐpuzzle tactile. There are 50 puzzle
exercises, in which several pieces are piled up
and we must use the electronic pencil to elim-
inate rows, following the instructions that
appear at the top of the screen (Fig. 10).
The detailed programme and contents of the
course for video game training is specified in
Table 5.
RESULTS
From the mean values of measuring spatial
abilities before and after the training course with
Fig. 10. TactileÐpuzzle tactile.
Table 5. Contents and timetables of video game training course
PC Platform Course. Nintendo DS Platform Course
Monday 9:00±10:00
Data File and Survey
Test MRT // Test DAT-SR
10:00±11:00
Tetris Arena:
Classic Mode (Fig. 3)
10:00Ð10:30
Objective: Note highest score.
Advanced Mode 10:30±11:00
Objective: Note highest score.
9:00±10:00
Data File and Survey
Test MRT // Test DAT-SR
10:00±10:20
TetrisÐNormalÐmarathon (Fig. 7)
Objective: Note Level, destroyed lines and points.
10:20±11:00
Tactile-Tower (Fig. 8)
Objective: Note points level 1, level 2, level 3
Tuesday 9:00±10:00
Tetris Revolution:
Revolution Mode (Fig. 4)
Objective: Note Highest Score obtained.
10:00±11:00
Block 3D. Mega Tris Mode.
9:00±11:00
Objective: Continue with Tactile- Tower if did not
finish day before.
Objective: Note points levels 1, 2, 3.
If finished, start PUZZLEÐPuzzle (Fig. 9).
Objective: Note level reached.
Wednesday 9:00±10:00
Block 3D. Mega Tris Mode
(Fig. 5).
10:00± 11:00
Block 3D. Tetrix 3D Mode
(Fig. 6)
9:00±9:30
PUZZLEÐPuzzle (Fig. 9)
Objective: Note highest level reached (max 200).
9:30±11:00
TACTILEÐPuzzle Tactile. (Fig. 10)
Objective: Puzzles 1±50. Note highest level reached.
If finished, do TACTILE -Tower levels 4 and 5 noting
points obtained.
Thursday 9:00± 10:00 Final Tests.
Test MRT // Test DAT-SR
9:00±10:00 Final Tests.
Test MRT // Test DAT-SR
Table 6. Results before and after training with video games
MRT
Pre-test
mean
(SD)
MRT
Post-test
mean
(SD)
Gain
MRT
mean
(SD)
DAT
Pre-test
mean
(SD)
DAT
Post-test
mean
(SD)
Gain
DAT
mean
(SD)
Total no. student
(35)
17.43
(8.21)
25.60
(9.26)
8.17
(4.90)
41.49
(10.31)
50.63
(8.53)
9.14
(4.89)
J. Martin et al.1200
video games (Table 6), we can see that there is an
increase in scores after doing the course. We will
see if the effect of playing with video games has
any effect on improving spatial abilities in this
experience. For the statistical analysis, we used a
Student t-test, taking as the null hypothesis (H0),
the fact that mean values for spatial visualisation
abilities did not vary after the end of the training
course. The t-Student for paired series was applied
and the p-values obtained are: for the MRT test, it
is 1.72E-11 (t 9.85), and 8.46E-13 (t 11.05) for
the DAT:SR test, making it less than 1 (p-value
< 0.01) in both cases. Hence we can claim that
there is an improvement in results with a 1%
significance. The null hypothesis is rejected and
we can conclude that the means scores for the
experimental group underwent a positive vari-
ation, with a significance level of higher than
99%. In other words, the training course using
video games had a measurable and positive
impact on the spatial ability of students, measured
by both MRT and DAT: SR tests.
Analysing the data with respect to platform used
(Table 7), we can see that the results improve with
the use of both platforms.
Although there are large values for the standard
deviation (SD), it is important to note that we are
using the standard deviation of the sampling
distribution of the mean to compare average
data, usually known as standard error of the
mean (SEM). Figure 11 presents graphically the
data in the MRT and DAT:SR tests.
Table 8 shows that there is a 1% statistical
significance between the average scores obtained
before and after the course using the two plat-
forms; i.e., that in light of the results, it shows that
there is a statistical improvement in the results of
the two tests, irrespective of the platform used to
play the video games. We can confirm that the
probability of spatial abilities improving with the
training proposed, is over 99%.
In order to compare the improvement achieved
on each platform (PC or DS), we focused on the
MRT and DAT gain values in each group. The
samples obtained gain values greater than 4 point
(expected value in Sample size calculationÐTable
2). Applying the student t-test for independent
series, we compare the mean gain of the two
samples (PC vs. Nintendo DS). We obtain for
MRT a p-value = 0.029 (t = 2.28) and p-value =
0.836 (t = 0.20) for DAT. In the light of these
results, we can see that there is a significant
difference in MRT scores and the gain is greater
after training with the Nintendo DS device (10.36
vs. 6.72). This difference is not significant however
with regard to the gain in DAT scores (8.93 vs.
9.29). Figure 12 shows graphically the values of
gain scores.
In this line of research, the PC and Nintendo DS
groups, played the same `Tetris' game but the
versions were not exactly the same, so comparisons
between the two platforms would make no sense. It
would be interesting to find applications that
Table 7. Results before and after training depending on platform used
MRT
Pre-test
mean
(SD)
MRT
Post-test
mean
(SD)
Gain
scores
MRT
mean
(SD)
DAT
Pre-test
mean
(SD)
DAT
Post-test
mean
(SD)
Gain
scores
DAT
mean
(SD)
Participants with PC
n 21
20.76
(8.01)
27.48
(9.03)
6.72
(4.54)
40.38
(11.51)
49.67
(8.68)
9.29
(5.09)
Standard Error of Mean (SEM) 1.75 1.97 0.99 2.51 1.89 1.11
Participants with Nintendo DS
n 14
12.43
(5.73)
22.79
(9.19)
10.36
(4.76)
43.14
(8.30)
52.07
(8.40)
8.93
(4.76)
Standard Error of Mean (SEM) 1.53 2.46 1.27 2.22 2.24 1.27
Fig. 11. Mean values and standard error of MRT and DAT
scores.
Table 8. Statistical significance of the results before and after training depending on the
platform used
MRT DAT
Participants with PC 0.0000014 < 0.01
(t 6.77)
5.87E-8 < 0.01
(t 8.36)
Participants with Nintendo DS 0.0000018 < 0.01
(t 8.13)
0.0000091 < 0.01
(t 7.01)
Do Video Games Improve Spatial Abilities of Engineering Students? 1201
allowed players to play exactly the same on the two
platforms so differences could be established solely
on the basis of said variable.
CONCLUSIONS AND FUTURE WORK
In our study we can conclude the following.
.
In order to improve spatial abilities, we can use
students' hobbies as a valid training strategy,
without any academic exercises.
.
In our pilot study, the use of video games in
intensive training courses improves the develop-
ment of spatial abilities. This result is obtained
by only playing video games (Tetris), without
any need to provide theoretical contents about
the subjects of Engineering Graphics.
.
The two platforms used for training, PC and
Nintendo DS, improve spatial abilities.
.
Playing `Tetris' on Nintendo DS develops the
ability to imagine rotations of objects in 2D and
3D (spatial relations) to a greater extent than
playing Tetris on a PC.
In many university systems, like the Spanish one,
there is a growing diversity in the curricula that
students have followed before entering the univer-
sity undergraduate level. This means, in the case of
subjects related to the Engineering Graphics field,
that many students have a poor background on
this topic, and also underdeveloped cognitive skills
for manipulating graphic information in their
mind.
The study presented in this paper shows that a
certain kind of videogame (those that are centred
on specific geometric manipulations) can help to
improve the spatial abilities that are required for
many engineering problem solving activities.
In a context where engineering educators must
be continually looking for strategies to implement
the most effective instructional approaches, video
game technology can provide educators a wealth
of potential tools.
The employment of specific video games as a
complementary activity to classical academic tasks
can promote student motivation and a positive
attitude as we have noted during the development
of this study.
We think that there are two basic approaches to
integrate video games as a complementary activity
in the specific context of spatial abilities develop-
ment. One is based on analysing available commer-
cial titles, as in the study presented here. The other
approach would be to develop ad hoc videogame-
like applications that could combine the look and
feel of videogames and perhaps some contents
related to the Engineering Graphics field. Our
research group is developing research activities
following both approaches and, in both cases, the
use of mobile platforms (in this study the Nintendo
DS console) has shown very attractive for
students.
There are many open issues that will require
further research activity; for example, it would be
interesting to conduct a specific analysis to deter-
mine what the importance is of the user interface
on the abilities development.
Tactile, mouse and electronic sketching would
be the first candidates to be evaluated, as there are
commercial devices that use it. We also want to
clarify the relation of gender and video games in
order to improve the spatial abilities training.
Finally, in the future we also want to investigate
other non-conventional strategies of improving
spatial abilities that use technology in an easy-to-
learn way. We are designing a training course using
Augmented Reality. This technology allows
students to manipulate virtual 3D objects with
their own hands. We also want to make surveys
about the attitude and motivation of students
towards these learning methodologies and technol-
ogies.
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Jorge Martõ
Â
n Gutie
Â
rrez is a Ph.D. candidate and Assistant Professor of Engineering
Graphics and CAD at La Laguna University (ULL). He earned his degree in Geomatic
and Surveying Engineering in 1996 and MS degree in Geodesy and Cartography Engin-
eering in 2004, both from the Extremadura University. His PhD research focuses on Study
and evaluation of didactic material and program in the development of the space abilities in
the scope of engineering. He worked from 1996, as a project civil and building engineer. He
joined La Laguna University in 2002 and his research interests include development of
spatial abilities using multimedia technologies and sketch-based modelling.
Norena Martõ
Â
n is a Ph.D. candidate and Assistant Professor of Engineering Graphics and
CAD at La Laguna University (ULL). She earned a degree in Architectural Technology in
1998 from ULL and an MS degree in Library Science and Documentation in 2005. Her
Ph.D. research focuses on calligraphic interfaces for sketch-based modelling. She joined La
Laguna University in 2001 and her research interests include development of spatial
abilities using multimedia technologies and sketch-based modelling.
Jose
Â
Luis Saorõ
Â
n is an Assistant Professor of Engineering Graphics and CAD at La Laguna
University (ULL). He earned his MS degree in Energy Engineering in 1991, and his Ph.D.
in Industrial Engineering in 2006 from UPV. He worked for private companies from 1992,
as a project engineer in water supply systems. He joined La Laguna University in 2001 and
his research interests include development of spatial abilities using multimedia technologies
and sketch-based modelling.
Manuel Contero is a Full Professor of Engineering Graphics and CAD with the Graphic
Engineering Department at the Polytechnic University of Valencia (UPV). He earned his
MS degree in Electrical Engineering in 1990, and his Ph.D. in Industrial Engineering in
1995, both from UPV. His research interests focus on sketch-based modelling, collaborative
engineering, facility layout planning and development of spatial abilities using new
technologies.
J. Martin et al.1204
