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Associations and indirect effects between LEGO® construction and mathematics performance.

Emily McDougal1, Priya Silverstein2, Oscar Treleaven1

  • 1University of Surrey, Guildford, UK.

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Summary

Spatial skills help explain how LEGO® construction ability relates to math achievement. This connection was observed in both physical and digital LEGO® play, with mental rotation being key.

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Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Educational Psychology

Background:

  • A known link exists between LEGO® construction ability and mathematics achievement.
  • The underlying mechanisms, particularly spatial skills, are not well understood.
  • Investigating concrete versus digital construction differences is important for understanding this association.

Purpose of the Study:

  • To investigate the spatial mechanisms linking LEGO® construction ability and mathematics achievement.
  • To determine if these spatial mechanisms differ between concrete and digital LEGO® construction.
  • To explore the role of specific spatial skills, like mental rotation, in this association.

Main Methods:

  • A study involving 358 children aged 7-9 years was conducted between January 2020 and July 2021.
  • Participants completed spatial and mathematics tasks, alongside either a concrete or digital LEGO® construction task.
  • Mediation and moderated mediation analyses were used to examine the pathways between LEGO® construction, spatial skills, and mathematics achievement.

Main Results:

  • Spatial skills mediated the relationship between LEGO® construction ability and mathematics achievement, explaining 8.4% to 26.6% of the variance.
  • The indirect effect through mental rotation was the only pathway that significantly differed between the concrete and digital LEGO® construction conditions.
  • This suggests that mental rotation plays a distinct role depending on the modality of LEGO® play.

Conclusions:

  • Spatial skills, particularly mental rotation, are crucial mechanisms underlying the association between LEGO® construction and mathematics.
  • The findings support theories of spatial-numerical associations.
  • LEGO® construction, both concrete and digital, may offer potential for improving mathematics skills through targeted spatial training.