Spatial reasoning has been shown to be an important, trainable cognitive skillset for developing successful engagement in science, technology, engineering and mathematics (STEM), but little empirical work has been conducted in the context of digitally mediated pedagogies. This paper reports on a study into the effectiveness of a technologically enhanced STEM program on the spatial reasoning of a cohort of year 7 students (n = 107). The students undertook five digitally based activities over the period of a week and were assessed on their spatial reasoning development and attitudes towards STEM prior and subsequent to the intervention. Results indicate that the week of learning activities had an impact on attitudes towards STEM and had a positive impact on overall spatial skills. However, no statistically significant improvements were found within the spatial sub-skills or in relation to specific activities.

空间推理已被证明是发展成功地参与科学，技术，工程和数学（STEM）的重要且可训练的认知技能，但是在数字媒介教学法的背景下进行的实证研究很少。本文在研究报告为加强技术STEM计划对今年7学生队列的空间推理的有效性（ñ = 107）。在一周的时间里，学生们进行了五项基于数字的活动，并在干预前后对他们的空间推理发展和对STEM的态度进行了评估。结果表明，一周的学习活动对STEM态度产生了影响，并对整体空间技能产生了积极影响。但是，在空间子技能内或与特定活动无关的统计上没有发现显着改善。