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This paper attempts to harness the opportunities for mobility and the new user interfaces that handheld touch screen devices offer, in a non-formal learning context, with a view to developing spatial ability. This research has addressed two objectives: first, analyzing the effects that training can have on spatial visualisation using the educational content developed for this pilot study; and second, evaluating the experience of users in the use of handheld touch screen devices and their degree of satisfaction with the on-line course proposed. Two study groups were used: an experimental group, which undergoes a one week training programme, and a control group, which does no spatial training tasks during this period. The results show a significant improvement in average spatial visualisation scores among the experimental group in comparison with the control group. Students value positively the course accomplished and they expressed their preference for these multimedia contents over the conventional pencil and paper formats, and for the on-line learning over a face to face course. They also consider that having materials of this kind available in their study programme subjects and the possibility of accessing this material at any time and in any place to be a positive aspect. [ABSTRACT FROM AUTHOR]

Better training of spatial skills of green infrastructure managers will contribute to better planning practices in this field. The professionals using geo-spatial technologies in sustainable city planning require, in their curriculum, specific training focused towards the acquisition of spatial skills. Using maps and geo-spatial technologies, spatial orientation skill is needed. In this research, a workshop based on a green infrastructure has been carried out. A specific teaching strategy for the improvement of spatial orientation skill has been performed. In the workshop, 3D technologies of graphic representation of an urban environment were used such as Cad Mapper, Sketch Up Make 2017 and Google Street View. Thirty-two students (22 treatment group, 10 control group) of agronomic engineering participated. The impact on spatial orientation skill was measured with the Perspective Taking-Spatial Orientation test, through pre- and post-tests. No gender differences were found. The Treatment Group obtained a significant increase of 19.27% in their spatial orientation skill. Participants of the Control group did not significantly increase their spatial orientation skill (3.21%). Specific teaching strategies such as those performed in this research can be effective for the training and development of spatial orientation skill, needed for geospatial planning in the field of Green Infrastructures. [ABSTRACT FROM AUTHOR]

Spatial thinking and spatial orientation skills are involved in tasks related to the recognition of landforms, mapping, spatial interpretation, and landscape analysis, and can be developed with specific training. Game engines can facilitate the creation of 3D virtual landforms and provide powerful rendering engines for the graphical representation of landscapes from a first-person perspective. In the present research, 27 engineering students participated in a workshop in a first-person virtual environment using landforms created with a game engine. The Spatial Thinking Ability Test and the Perspective Taking-Spatial Orientation Test measured improvement in spatial thinking and spatial orientation as a result of this workshop. The gain in spatial thinking (8.31%) is within the range observed in previous research in the field of geography using a web-based GIS strategy (7.31%–10.00%). The gain in Spatial Orientation skill (15.76%) is comparable with previous research using both first-person strategies based in urban virtual environments (14.23%), and Spatial Data Infrastructures (gains between 21.17% and 21.34%). Participants with better self-reported sense of direction had better performance on the spatial orientation test. [ABSTRACT FROM AUTHOR]