2026 ASEE Annual Conference & Exposition

A Systematic Review of Spatial Visualization Research Using The Purdue Spatial Visualization Tests: Visualization of Views

Presented at Engineering Design Graphics Division (EDGD) Technical Session 2

Spatial ability, particularly spatial visualization, is essential across science, technology, engineering, mathematics, and medicine (STEMM) disciplines. The Purdue Spatial Visualization Test: Visualization of Views (PSVT:V) was developed in 1976 by Richard Guay at Purdue University to distinctly evaluate an individual’s ability to mentally manipulate three-dimensional objects from two-dimensional projections, especially within the context of engineering graphics education. Since its creation, the test has been frequently employed in engineering and educational contexts. However, little research has clarified how it compares to other spatial measurements or how differing interventions influence its outcomes.
Because the PSVT:V is often administered to STEMM students to identify spatial strengths, learning needs, and the impact of training interventions, it is essential to understand its critical applications. The systematic literature review examines the role of the PSVT:V in evaluating spatial visualization and its continued relevance in STEMM fields. Specifically, it investigates two guiding research questions: (1) What patterns of overlap and distinction exist between the PSVT:V and other spatial assessments, and (2) which instructional interventions improve PSVT:V performance?
A structured review was conducted of more than 60 empirical studies published between 1976 and 2025 that employed the PSVT:V to assess spatial visualization skills. Studies were drawn from a global body of research representing participants across diverse STEMM disciplines and educational levels, from pre-college to post-graduate populations. Literature searches were conducted using databases, such as ERIC, Scopus, and ASEE conference proceedings. Evidence was analyzed in relation to the research focus, spatial measures, participant characteristics, and instructional approaches, guided by the developed research questions. This review aimed to identify patterns across experimental, quasi-experimental, and correlational designs to assess how spatial visualization has been defined, measured, and developed in STEMM education contexts.
Initial findings revealed strong convergence between PSVT:V outcomes and related spatial assessments, such as the Mental Rotations Test and Mental Cutting Test, even though each targets specific subskills and cognitive processes. Instructional interventions that incorporate integrated curriculum-based training, digital visualization tools, physical modeling activities, or hybrid methods consistently improve PSVT:V scores. However, the retention and long-term sustainability of these gains were rarely evaluated. Few studies included longitudinal follow-ups, leaving gaps in understanding the durability of spatial skill development beyond immediate post-instructional testing.

Authors

Ms. Anna Jean Catherine Steele http://orcid.org/0009-0001-6666-8201 University of Cincinnati [biography]

Anna Steele is an undergraduate student at the University of Cincinnati majoring in Psychology and Neuroscience. Her research interests center on spatial reasoning, cognitive processing, and how individual differences shape learning in STEM contexts. She is currently involved in research on the Purdue Spatial Visualization Test (PSVT), with a focus on participant experiences and performance strategies. After graduation, Anna plans to pursue a Ph.D. in Clinical Neuropsychology, aiming to connect research and clinical practice in understanding brain-behavior relationships.
Dr. So Yoon Yoon http://orcid.org/0000-0003-1868-1054 University of Cincinnati [biography]

Dr. So Yoon Yoon is an assistant professor in the Department of Engineering and Computing Education in the College of Engineering and Applied Science at the University of Cincinnati, OH, USA. Dr. Yoon received her Ph.D. in Gifted Education and an M.S.Ed. in Research Methods and Measurement with a specialization in Educational Psychology, both from Purdue University, IN, USA. She also holds an M.S. in Astronomy and Astrophysics and a B.S. in Astronomy and Meteorology from Kyungpook National University, South Korea. Her work centers on elementary, secondary, and postsecondary engineering education research as a psychometrician, data analyst, and program evaluator with research interests in spatial ability, STEAM education, workplace climate, and research synthesis with a particular focus on meta-analysis. She has developed, validated, revised, and copyrighted several instruments beneficial for STEM education research and practice. Dr. Yoon has authored more than 100 peer-reviewed journal articles and conference proceedings and served as a journal reviewer in engineering education, STEM education, and educational psychology. She has also served as a PI, co-PI, advisory board member, or external evaluator on several NSF- and NASA-funded projects.
Mr. Soham Joshi University of Cincinnati [biography]

Soham Joshi is a fifth-year undergraduate student at the University of Cincinnati, majoring in Mechanical Engineering, with an expected graduation in May 2026. He has a strong interest in spatial visualization within manufacturing processes. His experiences focus on manufacturing engineering, automation, and large-scale production systems. Through his co-op experiences, he has worked on high-volume manufacturing processes, system optimization, and automation integration, such as at GE Appliances and Trew Automations. Soham is particularly interested in design for manufacturability and process improvement, and he plans to pursue a full-time role in manufacturing or mechanical engineering after graduation.

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 21, 2026, and to all visitors after the conference ends on June 24, 2026

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