Specific professional skills development for engineering studiesSpatial orientation

  1. Carlos Carbonell Carrera
  2. Norena Martín Dorta
  3. José Luis Saorín Pérez
  4. Jorge de la Torre Cantero
The International journal of engineering education

ISSN: 0949-149X

Year of publication: 2015

Volume: 31

Issue: 1

Pages: 316-322

Type: Article

Export: RIS
Author's full text: lockOpen access editor


JCR (Journal Impact Factor)

  • Year 2015
  • Journal Impact Factor: 0.559
  • Best Quartile: Q3
  • Area: ENGINEERING, MULTIDISCIPLINARY Quartile: Q3 Rank in area: 61/85 (Ranking edition: SCIE)
  • Area: EDUCATION, SCIENTIFIC DISCIPLINES Quartile: Q4 Rank in area: 31/40 (Ranking edition: SCIE)

SCImago Journal Rank

  • Year 2015
  • SJR Journal Impact: 0.465
  • Best Quartile: Q1
  • Area: Engineering (miscellaneous) Quartile: Q1 Rank in area: 104/681
  • Area: Education Quartile: Q2 Rank in area: 393/1310


  • Social Sciences: B


  • Year 2015
  • CiteScore of the Journal : 1.6
  • Area: Education Percentile: 66
  • Area: Engineering (all) Percentile: 66


The spatial skills are an active field of research, especially in the engineering area. Several authors connect high levels ofspatial kills with the success in technical careers. One of the components of spatial skills is spatial orientation. Many studiesshow that providing the appropriate material may develop spatial skills. However, a plan aiming for the development ofspatial orientation skills in formal teaching is still missing. This paper presents an innovation in the teaching strategiesthrough a Geographic Information Technologies workshop which aim is development of the spatial orientation. Theworkshop’s study was completed during four academic courses with 248 university engineering students involved. Acontrol group was created with 35 students using conventional teaching methods for determining if the increase in thespatial orientation skill is due to the effect of this workshop. The result shows significant statistical gains over the spatialorientation skill of 19.21 degrees. The results from the control group confirm that students who have not undertakenspecific training didn’t develop their spatial orientation skill.