Individual differences in spatial ability were explored among educational psychology and engineering students as they related to performance on a real-world spatial task known as the orthographic projection task. As expected, educators performed higher on verbal aptitude tests than engineers, and engineers performed higher on spatial aptitude tests than psychologists. A detailed cognitive task analysis revealed specific spatial strategies for solving the orthographic projection tasks. These detailed strategies were used to design a computerized learning environment called the orthographic projection tutor (OPT). Pre- and posttests of orthographic projections were administered to a treatment group and 2 control groups. The results indicated that spatial processes could be identified and taught to certain individuals. Aptitude process research can lead to prescriptive forms of adaptive technology. The connection between theory and the design of computer-based learning environments is discussed.
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Susanne P. Lajoie (2003) studied this question.