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Abstract

In this study, we examined the spatial abilities of students using eye-movement tracking devices to identify and analyze their characteristics. For this research, 12 students aged 11–12 years participated as novices and 4 mathematics students participated as experts. A comparison of the visual-spatial abilities of each group showed key factors of superior spatial ability, and a spatial ability instructional strategy was developed. After training, the same spatial ability test was conducted again, and eye-tracking records were used to compare the participants' line-of-sight and answer rate results with those of the previous test. Specific references and recommendations are provided for spatial ability training education and assessment.