Investigating current patterns in spatial learning within the context of mathematics education in Asia: A systematic review

Abstract

Many studies conducted across the world have demonstrated the significant benefits of adding spatial thinking abilities to learning activities. Spatial embedded activities have a significant effect in enhancing the students’ achievements in many ways, including in the STEM subject. However, the application of spatial talents in the curriculum remains limited. This systematic literature study will examine Asia’s spatial ability-based learning trend for the past ten years (from 2014 to early 2024) and its benefits on students’ academic progress. This study was conducted in February 2024 and gathered studies from three different journal databases, including Education Resources Information Center, Scopus, and Web of Science. The PICO (participants, interventions, comparisons, and outcomes) framework was used in this study to collect articles using specific keywords. The criteria were satisfied by 23 articles, which were incorporated into this study. The findings indicate that research conducted in Asia pertaining to spatial learning incorporated three distinct types of spatial strategies: spatial embedded assignments, spatial learning technologies, and spatial embedded teaching strategies. Utilizing these three strategies to implement spatial learning activities was beneficial for teachers and students. However, further research is required to elucidate the factors that impact the implementation of spatial learning, such as the cultural context of Asian countries.