Computerized and adaptable tests to measure visuospatial abilities in stem students

Performance in Science, Technology, Engineering, and Mathematics (STEM) disciplines can depend on the sub-abilities of spatial ability and visuospatial working memory. According to the STEM task, certain sub-abilities may be more important than others in predicting achievement. Similarly, some individual characteristics (e.g., gender) moderate some of these sub-abilities. For example, males on average have higher mental rotation spatial ability than females, whereas spatial working memory tends to be less prone to gender effects. In addition, the results of the tests measuring these sub-abilities can be changed by manipulating certain variables. We present a battery of nine computerized and adaptable instruments to measure these sub-abilities, with the aim of informing cognitive researchers about the processing abilities most vital for undertaking STEM tasks, and how they can be modified to suit learner characteristics