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Sub-Factor Theory 

In the modern worlds rush to measure and quantify intelligence we are faced with difficulty when trying to assess levels of spatial intelligence. While division of spatial ability into sub-factors has helped to better define its nature, difficulties still arise when one attempts to devise effective and accurate tests of such abstract biological software.

The history of spatial testing is founded around pencil and paper testing but shortcoming in this mode of assessment have meant results are sometimes highly variable and unreliable. Spatial tests such as Guays Visualisation of Rotations (1976) and Thurstones Mechanical Aptitude tests (1949) have indisputable virtues and variations are still used as effective tools of spatial testing. Perhaps the mode of testing in addition to the tests themselves should become the focus of research and development.

Without unduly labouring the issue we are now in an age where the technological fairygod mother watches over most forward looking educational endeavour. Computers have taken up residence as the focal point of many an Irish classroom as both the Irish Department of Education and teachers seek to optimise on such a fresh and valuable resource. Variety and innovation are the key to educational success at any level and the use of the computer affords the educationalist unlimited levels of both.In this vein we acknowledge an educational world which has another horse to harness to its chariot - the computer - the single most powerful teaching resource yet.

So what are the implications of computer based learning for spatial tutorial? My research has found response to computer mediated learning systems to be most enthusiastic and wholly positive. I have sought to implement the computer in the development of spatial skills in a manner which complements rather than attempts to invalidate pencil and paper testing of the same. In no way can the computerised learning environment completely replace the established legacy of the researchers, scientists, educationalists and psychologists who have contributed to the history of spatial intelligence in the form of paper and pencil tests and studies.

This system aims to tutor the spatial skills in a sequential fashion according to the sub-division of Gaughran and hopes to provide insight, foundation and understanding prerequisites of spatial activity. The tutorials are designed so as to be self-evaluating i.e. the user gains instantaneous feedback in addition to a chance to re-consider their initial response and animated information which hopefully further enlightens their spatial understanding.

Direct measuring of spatial intelligence in statically format is not possible via the tutorial system in it's current format. This development may be made available in the future, presently the system intends only to tutor spatial intelligence in a manner which leaves the interpretation of performance up to the user. Standardisation is generally ensured through the use of spatial objects which feature approximately similar levels of complexity and construction as those contained in the spatial exercises developed by the major researchers in this area throughout this century.