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How Much Can Spatial Training Improve STEM Achievement?

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Abstract

Spatial training has been indicated as a possible solution for improving Science, Technology, Engineering, and Mathematics (STEM) achievement and degree attainment. Advocates for this approach have noted that the correlation between spatial ability and several measures of STEM achievement suggests that spatial training should focus on improving students’ spatial ability. Although spatial ability can be improved with targeted training, few studies have examined specifically the relation between spatial training and STEM achievement. In this brief report, we review the evidence to date for the effectiveness of spatial training. We argue that spatial training offers one of the many promising avenues for increasing student success in STEM fields, but research studies that show such training causally improve retention, achievement, and degree attainment remain outstanding.

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Acknowledgments

We gratefully acknowledge the input of Tim Shipley, Nora Newcombe, and Kristin Gagnier on our ideas for this report.

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Authors and Affiliations

  1. Department of Chemistry, Learning Sciences Research Institute, University of Illinois-Chicago, 845 W. Taylor St, Chicago, IL, 60647, USA

    Mike Stieff

  2. Department of Psychology and School of Education and Social Policy, Northwestern University, 2029 Sheridan Road, Evanston, IL, 60208-2710, USA

    David Uttal

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  1. Mike Stieff
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  2. David Uttal
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Correspondence to Mike Stieff.

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Stieff, M., Uttal, D. How Much Can Spatial Training Improve STEM Achievement?. Educ Psychol Rev 27, 607–615 (2015). https://doi.org/10.1007/s10648-015-9304-8

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