A Global Overview of SVA—Spatial–Visual Ability

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.