AbstractSpatial ability, which affects retention and achievement in engineering and science disciplines, has been shown to improve through training and simply from enrollment in a Computer‐Aided Design (CAD) course. However, detailed analyses of the specific object geometries and rotation types that cause difficulty for students on standardized spatial ability tests or which ones improve based on training has not been performed. This information may assist in determining the optimal training methods to improve the spatial ability skills of students and thus provide the most significant benefits for the training time committed. In this paper, scores from a standardized spatial ability test, which was administered before and after training and/or enrollment in a CAD course, are compared. The results show that the targeted training produced a significant improvement in the spatial ability test scores of students and that these improvements occur across all object geometries and rotation types.
