Abstract
This study investigates the influence of academic discipline on higher-dimensional visuospatial abilities among undergraduate students. Drawing upon a diverse sample from multiple universities and BSc programs, the research examines the performance of architecture, engineering, and social sciences students on a novel nD cube mental rotation task. A total of 101 participants engaged in an online test involving the visualization and interpretation of two-dimensional, three-dimensional and four-dimensional geometries projected onto two-dimensional planes. Results indicate a difference in performance between architecture students and other students, with architecture students demonstrating higher accuracy in predicting nD cube rotations. These findings suggest that architectural education may enhance visuospatial abilities, potentially due to its emphasis on spatial cognition and representation throughout the curriculum. Further research with more comprehensive tests and broad participation is needed to explore the longitudinal effects of educational interventions and the potential for interdisciplinary collaboration to foster cognitive development among undergraduate students.
| Original language | English |
|---|---|
| Pages (from-to) | 243-256 |
| Number of pages | 14 |
| Journal | Estoa |
| Volume | 14 |
| Issue number | 27 |
| DOIs | |
| Publication status | Published - 1 Jan 2025 |
Bibliographical note
Publisher Copyright:© Merve Akdoğan, Sema Alaçam and Elif Sezen Yağmur-Kilimci, 2025.
Keywords
- architectural education
- higher-dimensional geometry
- mental rotation test
- spatial cognition
- visuospatial abilities