Three-dimensional spatial skill training in a simulated space station: random vs. blocked designs

Area of Science:

• Cognitive Psychology
• Human Factors Engineering
• Aerospace Medicine

Background:

• Astronauts require robust 3D spatial orientation skills for navigating spacecraft environments.
• Effective preflight training is crucial for maintaining spatial awareness regardless of viewing perspective.
• Investigating optimal training methods, such as blocked versus random sequencing, is essential for skill acquisition.

Purpose of the Study:

• To determine if random or blocked sequencing of perspectives during training improves 3D spatial skill transfer and retention.
• To assess the predictive validity of standard spatial skill tests for astronaut performance.
• To explore methods for customizing spatial training for astronauts.

Main Methods:

• Undergraduates (n=80) trained in a simulated space station node, predicting landmark directions under varying roll orientations.
• Training involved either blocked or random sequencing of perspectives.
• Performance was measured by prediction accuracy; spatial skill tests (Card Rotation, Cube Comparison, Group Imbedded Figures) were administered.

Main Results:

• Random sequencing led to lower initial training performance but significantly better performance during transfer and retention phases compared to blocked sequencing.
• Spatial skill tests showed differential correlations with performance between the random and blocked groups.
• This suggests that random sequencing engages different cognitive processes.

Conclusions:

• Randomized perspective training enhances 3D spatial skill transfer and long-term retention, crucial for spaceflight.
• Standardized spatial ability tests can predict training outcomes and aid in personalized astronaut training development.