{"title":"SVA 空间视觉能力全球概览","authors":"Shweta Tiwari, Bhavesh Shah, Arunachalam Muthiah","doi":"10.3390/asi7030048","DOIUrl":null,"url":null,"abstract":"This study examines the global literature that looks at spatial–visual abilities (SVA) while considering the numerous differential studies, methods of evaluation designed over a century, and multiple external influences on its development. The dataset was retrieved from Google Scholar and publisher databases such as Elsevier, Taylor & Francis, Springer, etc. Only factual reports and bibliographic reviews were included in an analysis of a total of 87 documents. Each study of SVA is classified based on information, country, year, and age groupings. SVA has been extensively studied in the areas of “STEM (Science, Technology, Engineering and Mathematics) fields”, “demographic factors” and “other activities”. “Spatial visualisation” or “visual ability” is the term employed to refer to the cognitive ability that allows one to comprehend, mentally process, and manipulate three-dimensional visuospatial shapes. One of the most crucial distinct abilities involved is spatial aptitude, which aids in understanding numerous aspects of everyday and academic life. It is especially vital for comprehending scientific concepts, and it has been extensively studied. Nearly all multiple-aptitude assessments include spatial ability. It is determined that over the past two decades, the study of SVA has gained momentum, most likely because of information being digitised. Within the vast reservoir of spatial-cognition research, the majority of the studies examined here originate from the United States of America, with less than a quarter of the studies based in the Asia–Pacific region and the Middle East. This paper presents a comprehensive review of the literature on the assessment of SVA with respect to sector, year, country, age and socio-economic factors. It also offers a detailed examination of the use of spatial interventions in educational environments to integrate spatial abilities with training in architecture and interior design.","PeriodicalId":36273,"journal":{"name":"Applied System Innovation","volume":null,"pages":null},"PeriodicalIF":3.8000,"publicationDate":"2024-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"A Global Overview of SVA—Spatial–Visual Ability\",\"authors\":\"Shweta Tiwari, Bhavesh Shah, Arunachalam Muthiah\",\"doi\":\"10.3390/asi7030048\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This study examines the global literature that looks at spatial–visual abilities (SVA) while considering the numerous differential studies, methods of evaluation designed over a century, and multiple external influences on its development. The dataset was retrieved from Google Scholar and publisher databases such as Elsevier, Taylor & Francis, Springer, etc. Only factual reports and bibliographic reviews were included in an analysis of a total of 87 documents. Each study of SVA is classified based on information, country, year, and age groupings. SVA has been extensively studied in the areas of “STEM (Science, Technology, Engineering and Mathematics) fields”, “demographic factors” and “other activities”. “Spatial visualisation” or “visual ability” is the term employed to refer to the cognitive ability that allows one to comprehend, mentally process, and manipulate three-dimensional visuospatial shapes. One of the most crucial distinct abilities involved is spatial aptitude, which aids in understanding numerous aspects of everyday and academic life. It is especially vital for comprehending scientific concepts, and it has been extensively studied. Nearly all multiple-aptitude assessments include spatial ability. 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引用次数: 0
摘要
本研究对研究空间视觉能力(SVA)的全球文献进行了审查,同时考虑了大量的差异研究、一个世纪以来设计的评估方法以及对其发展的多种外部影响。数据集来自 Google Scholar 和出版商数据库,如 Elsevier、Taylor & Francis、Springer 等。在对总共 87 篇文献的分析中,只包括事实报告和书目综述。每项关于 SVA 的研究都根据信息、国家、年份和年龄分组进行了分类。SVA在 "STEM(科学、技术、工程和数学)领域"、"人口因素 "和 "其他活动 "方面得到了广泛的研究。"空间可视化 "或 "视觉能力 "是指一种认知能力,使人能够理解、在头脑中处理和操作三维视觉空间形状。空间能力是其中一种最重要的独特能力,有助于理解日常生活和学习生活的方方面面。空间能力对于理解科学概念尤为重要,对其进行了广泛的研究。几乎所有的多元能力评估都包括空间能力。可以确定的是,在过去的二十年里,对空间能力的研究势头强劲,这很可能是因为信息被数字化了。在浩瀚的空间认知研究宝库中,本文研究的大多数研究都来自美国,只有不到四分之一的研究是在亚太地区和中东进行的。本文全面回顾了有关部门、年份、国家、年龄和社会经济因素的 SVA 评估文献。本文还详细分析了在教育环境中使用空间干预措施将空间能力与建筑和室内设计培训相结合的情况。
This study examines the global literature that looks at spatial–visual abilities (SVA) while considering the numerous differential studies, methods of evaluation designed over a century, and multiple external influences on its development. The dataset was retrieved from Google Scholar and publisher databases such as Elsevier, Taylor & Francis, Springer, etc. Only factual reports and bibliographic reviews were included in an analysis of a total of 87 documents. Each study of SVA is classified based on information, country, year, and age groupings. SVA has been extensively studied in the areas of “STEM (Science, Technology, Engineering and Mathematics) fields”, “demographic factors” and “other activities”. “Spatial visualisation” or “visual ability” is the term employed to refer to the cognitive ability that allows one to comprehend, mentally process, and manipulate three-dimensional visuospatial shapes. One of the most crucial distinct abilities involved is spatial aptitude, which aids in understanding numerous aspects of everyday and academic life. It is especially vital for comprehending scientific concepts, and it has been extensively studied. Nearly all multiple-aptitude assessments include spatial ability. It is determined that over the past two decades, the study of SVA has gained momentum, most likely because of information being digitised. Within the vast reservoir of spatial-cognition research, the majority of the studies examined here originate from the United States of America, with less than a quarter of the studies based in the Asia–Pacific region and the Middle East. This paper presents a comprehensive review of the literature on the assessment of SVA with respect to sector, year, country, age and socio-economic factors. It also offers a detailed examination of the use of spatial interventions in educational environments to integrate spatial abilities with training in architecture and interior design.