From conceptual design to 3D modelling: integrating spatial ability, creativity, and technological tools in the architecture curriculum
International Journal of Technology and Design Education, 2026 (SCI-Expanded, SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Basım Tarihi: 2026
- Doi Numarası: 10.1007/s10798-026-10130-6
- Dergi Adı: International Journal of Technology and Design Education
- Derginin Tarandığı İndeksler: Science Citation Index Expanded (SCI-EXPANDED), Social Sciences Citation Index (SSCI), Scopus, IBZ Online, Agricultural & Environmental Science Database, Compendex, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), INSPEC, Academic Search Ultimate (EBSCO), Social Science Premium Collection (ProQuest), Education Collection (ProQuest), Education Source Ultimate (EBSCO), Engineering Source (EBSCO), Materials Science & Engineering Collection (ProQuest), Technology Collection (ProQuest)
- Anahtar Kelimeler: 3D modelling, Architectural education, Mental rotation, Parametric design, Spatial ability, Spatial visualization
- Yıldız Teknik Üniversitesi Adresli: Evet
Özet
This study examines how spatial ability relates to creative design performance across different stages of architectural education and technological contexts. One hundred undergraduate architecture students participated in three design tasks: conceptual design (Task 1, n = 34), digital 3D modelling (Task 2, n = 45), and parametric design (Task 3, n = 21). Spatial ability was assessed using six standardized measures covering visualization, mental rotation, and spatial orientation. The findings indicate that spatial ability was more strongly associated with performance in concept-driven design tasks, whereas these relationships were attenuated in the CAD-based modelling task, consistent with the compensatory role of external digital visualization. Significant gender differences were also observed, particularly in spatial orientation and mental rotation measures, with male students achieving higher scores. In the senior parametric design group, exploratory quadratic analyses further suggested a possible inverted-U relationship between large-scale spatial orientation and selected design outcomes, indicating diminishing performance benefits at higher levels of spatial ability. Given the small senior sample, this non-linear pattern should be considered preliminary. Overall, the findings support a task-sensitive approach to spatial ability in architectural education and highlight the potential role of technological tools in moderating individual spatial differences.