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This study aims to investigate the differences in spatial ability between students with a math learning disability and their normal peers.

To investigate these differences two groups, (60 students with a math learning disability) and (60 normal students) from fifth grade with a mean age (10.6 years) were administered with spatial ability test along with an IQ test. Students with a math learning disability were chosen using measures of the following: math learning disability questionnaire developed from learning disability evaluation scale – renormed second edition (LDES-R²) (McCarney and Arthaud, 2007) and the Quick Neurological Screening Test (Mutti et al., 2012), in addition to their marks in formal math tests in school.

Comparison between the two groups in four aspects of spatial ability resulted in obvious differences in each aspect of spatial ability (spatial relations, mental rotation, spatial visualization and spatial orientation); these differences were clear, especially in mental rotation and spatial visualization.

This paper contributes to gain more insights into the characteristics of pupils with a math learning disability, the nature of spatial abilities and its effect on a math learning disability. Moreover, the results suggest spatial ability to be an important diagnose factor to distinguish and identify students with a math learning disability, and that spatial ability is strongly relevant to math achievement. The results have significant implications for success in the science, technology, engineering and mathematics domain.

Videogame play is more popular among young males compared with young females. The present study aims to investigate spatial visualization ability as an explanation for this gender gap. The premise is based on a well‐documented gender difference in spatial ability favoring males and assumes that spatial ability would be an advantage in playing videogames. Also, reports in the literature indicate improvement in spatial ability following videogame play, suggesting that play may specifically task spatial ability.

A convenience sample of 114 university students aged 18 to 24 answered questions on attitudes and videogame behavior and completed a psychometric test of spatial visualization ability.

Regression analysis indicated that interest in videogame play is significantly predicted by gender, interest in science fiction, and number of semesters of foreign language completed (with the latter having a negative influence). Mediation analysis suggested that neither of the latter two variables mediates the gender effect. Although spatial visualization ability was significantly correlated with videogame interest, this was found to be a spurious (non‐causal) association, due to both variables being influenced by gender.

Limitations include the narrow age range of subjects (18‐24) and the focus of the study on spatial visualization ability and a limited number of other variables.

The finding that semesters of foreign language completed and interest in science fiction significantly predict videogame interest is apparently novel. The former variable may be a proxy for preference for verbal (semantic) information processing over visual information processing, and this may explain the significant negative correlation between semesters of foreign language completed and videogame interest.

Spatial ability is essential for engineers’ professional performance. Several studies describe it as a skill that can be enhanced using new technologies. Virtual reality (VR) is an emerging technology that is proving very useful for training different skills and improving spatial perception. In this chapter, the authors firstly present some previous works that use VR to train students, mainly in the area of engineering studies, and which demonstrate that VR can improve some aspects of the spatial perception. This study took a group of engineering students who used VR technologies to carry out learning activities designed to improve their spatial perception, which was measured with a widely used spatial ability test. The results obtained confirm that the use of VR technologies can improve students’ spatial perception. This proposal is easily transferable to other educational contexts. On the one hand, it could be implemented to improve spatial ability in other engineering studies, and on the other hand, with simple adaptation, it could be used to enhance other skills.

With the many choices that can be built into information systems, it is possible to customize such systems for users. This customization may be based on the tasks that users are accomplishing, or on the personal characteristics of users, or a combination of these factors. An experiment is reported in which detailed logging of use of experimental information systems was used to determine the optimal configuration of the systems for each user. Tasks were varied, and the cognitive abilities of users were tested to assess one important personal characteristic. The results showed that it was possible to create an optimal configuration to match the cognitive abilities of users, but that it was more difficult to assess which configuration was the best match for specific tasks. The person‐in‐task interaction proved to be the least powerful indicator of design configurations. These results suggest that usable information systems can be created for users by careful analysis of the interaction of design features with personal characteristics such as cognitive abilities.

The purpose of this paper is to explore children’s spatial cognitive abilities as they engaged in information-seeking behaviors on two-dimensional (2D) and three-dimensional (3D) digital interfaces.

Children between the ages of seven and 11 were observed as they browsed either a 2D or 3D navigation interface for a children’s digital library. Data regarding their use of the overview function and depth cues were analyzed to reveal the relationships between search performance efficiency, precision, and effectiveness and the associative memory, visualization memory, and spatial visualization abilities of the user.

Children spent less time using the 2D interface when compared to time spent using the 3D interface. Children exhibited better performance precision when using the 3D interface. Children applied exhaustive strategies and more varied cognitive skills across different tasks when using the 2D interface, and applied a more focussed approach when using the 3D interface.

The cognitive abilities of children are not yet fully developed, so they require a unique user interface when browsing digital libraries. This study served the practical purpose of developing a game-like user interface for ease of use. Providing an effective overview function allows young users with less developed cognitive abilities to navigate informational cues. They can then build an effective mind map and implement efficient way-finding strategies.

The purpose of this paper is to profile wayfinders into homogeneous sub-groups according to their wayfinding ability, and to investigate the differences between the clusters identified and their evaluations of satisfaction.

This study uses survey data collected in a hospital in the Northern part of Italy. The survey questionnaire assessed the participants’ self-estimation of wayfinding ability in terms of wayfinding competence, wayfinding strategy and wayfinding anxiety, as well as the wayfinder’s satisfaction.

The findings propose that three factors, namely, individual orientation skills, confidence in servicescape elements and anxiety control, contribute to defining wayfinding ability. Based on these factors, cluster analysis reveals three profiles of wayfinders, as follows: the Easy Goings, the Do-it-yourselves and the Insecures. Group differentiation comes from wayfinding ability and customer satisfaction levels.

The results of this study advance the segmentation literature by analyzing different types of wayfinding ability that can lead to different satisfaction levels.

These findings will help service managers improve servicescape design and help them formulate effective targeting strategies.

While previous research outlined the importance of some factors such as gender differences, familiarity with the service environment and cognitive approaches, this study recommends the examination of the profile of visitors to the service setting to allow them to find their way more effectively.

Construction cost management is one of the important processes that should be achieved effectively and accurately for successful project delivery. Modern-day construction cost management demands a high level of spatial skills. Augmented reality (AR) can potentially increase the stakeholders’ spatial skills as a supportive technology to traditional cost management tools and techniques. AR is a breakthrough technology that could considerably ease execution in various industries, but AR applicability in cost management has not been studied extensively. Thus, this study aims to explore the use of AR in construction cost management tools and techniques.

Data were collected using a qualitative approach consisting of two rounds of the Delphi technique. A total of 22 experts in the construction and information technology fields were interviewed using a purposive sampling technique. The manual content analysis helped analyse data.

The study identified AR features with the potential to increase the usage of cost management tools and techniques. AR can enable spatial skills (abilities, thinking and tasks) in most cost management tools and techniques. However, technical, cultural and technical and cultural barriers obstruct the use of AR in the construction industry.

The usage of AR in construction cost management tools and techniques has not been examined in detail until now. Thus, the study was developed to meet the industry needs and fill the literature gap to investigate the potential use of AR in construction cost management tools and techniques.

The purpose of this paper is to examine the past 15 years of research and development (R&D) on the role of virtual environments (VEs) as an orientation and mobility (O&M) aid to enhance skills and to train people who are blind or newly blind.

This paper describes and examines studies of 21 VE systems developed specifically to help people who are blind improve their O&M skills. These VE systems, equipped to supply appropriate perceptual and conceptual spatial information through haptic and auditory sensorial channels, are mainly focussed on two goals: helping congenitally blind or late blind persons to collect spatial information in advance and supporting people who are newly blind in practicing their O&M skills during rehabilitation. The R&D studies represented in these 21 studies were examined along three dimensions: descriptive information, system, and research.

This paper highlights weaknesses and strengths of VE systems that have been developed in the past 15 years as O&M aids for people who are blind. These results have the potential to influence future R&D in this field.

The author hopes that this paper will influence future R&D in this field and lead to accessible O&M VEs in practice and research.

Little systematic applied research has been conducted on how age‐related cognitive impairments might affect older adults' usage of web service and this paper aims to fill some of that gap.

An analysis of the relationship between the cognitive changes of aging and the usage of web services. Supported by field research with the key stakeholders, including older adults and organisations that provide services for older adults. This consists of focus group sessions with key stakeholders and individual interviews with older adult users. Older adult users also complete an online form using a think aloud protocol. The data are analysed using a thematic content analysis technique.

Issues around older adults' relationship with technology and the challenges they face along with the strengths and weaknesses of online forms and means to improve them. In particular, there are issues of fear and frustration, inconsistency and visual clutter, and a feeling of neglect by service providers. Users also identify a strong need for human rather than machine support when struggling with the technology.

The findings only now being applied to an existing system in the Delivering Inclusive Access to Disabled and Elderly Members (DIADEM) project and it still needs to evaluate of usability of DIADEM. Further research also needs to consider the technology adoption model for system like DIADEM.

The findings have implications in form design and transaction delivery for online services.

The perception of neglect by service providers is new and this with the needs for consistency and for human support lead to novel approaches in the DIADEM system.