One critical objective of high-quality education is to provide citizens literate in science, technology, engineering, and math (STEM) to ensure economic success (as reported by Newcombe (Harnessing spatial thinking to support STEM learning (OECD Education Working Papers, No. 161), OECD Publishing, Paris, 2017). Many studies have found a correlation between STEM skills and spatial ability. A meta-analysis of studies (as reported by Hawes et al. (in Davis (ed), Spatial reasoning in the early years: Principles, assertions, and speculations, Routledge, New York, 2015) reported that interventions to teach spatial skills resulted in significant improvement, approximately doubling the number of people with spatial skills associated with being an engineer. Most educational programs lack a focus on spatial skills, especially in early years when children are developing their spatial sense of the world and building a foundation for later, more complex, spatial skills. Little research exists showing what young children do when allowed to explore materials with little or no adult direction. This qualitative study was designed to address that gap and provide evidence of spatial skills in young children, specifically toddlers (12–36 months old). A variety of common household materials were set out during free play time, and educators provided minimal guidance while children played. Trained videographers recorded for 10 h (twice a week for 1 h over a 5-week period). Video was open coded for spatial actions children displayed with the materials. The initial codes were then reviewed for common themes and compared to those found in previous studies. Results show that toddlers demonstrated a wide range of spatial skills without educator direction and stayed engaged for long periods of time. Based on these results, implications are presented for educators to support spatial development.

This thesis examines the role of function in representations of space by robots - that is, dealing directly and explicitly with those aspects of space and objects in space that serve some purpose for the robot. It is suggested that taking function into account helps increase the generality and robustness of solutions in an unpredictable and complex world, and the suggestion is affirmed by several instantiations of functionally conceived spatial models. These include perceptual models for the "on" and "in" relations based on support and containment; context-sensitive segmentation of 2-D maps into regions distinguished by functional criteria; and, learned predictive models of the causal relationships between objects in physics simulation. Practical application of these models is also demonstrated in the context of object search on a mobile robotic platform. / QC 20111125

This dissertation studies the integration of Virtual Reality (VR) into the early stages of the architectural design process, particularly during massing studies. The research proposes a framework identifying the necessary knowledge domains and technologies to facilitate this integration. Traditional design tools often restrict architects' ability to fully explore spatial qualities and contextualize their ideas within the project site, limiting their understanding of spatial relationships, scale, and proportions. By merging VR technologies into the early design stages, architects can better visualize their proposals within the site context, iterate more rapidly among massing design alternatives, and enhance decision-making. The research, based on a literature review, class observations, user studies, immersive case studies, and the Delphi method, examines how VR can support the exploration of design alternatives at a 1:1 scale, enabling real-time feedback and iterative processes. The findings highlight the opportunities and challenges within the design workflow, demonstrating that VR can significantly improve design feedback, expand the thinking space and user engagement, and enrich spatial understanding. The proposed framework identifies key decision nodes and knowledge domains essential for effective VR integration in architectural practice. Additionally, the study suggests a suitable interface for VR-integrated tools and proposes a communication model between architects and VR developers. / Doctor of Philosophy / The design process consists of different stages, and the decisions made during the early phases, including massing—the study of a project's shape, form, size, and envelope configuration within its site—can significantly impact the project's overall performance and cost throughout its life cycle. As the project evolves, making changes becomes more time-consuming and expensive. This dissertation focuses on how architects can use Virtual Reality (VR) to enhance massing studies in the early design stages. For each architectural project, architects need to examine how it will fit into its location, its impact on the context, and how it will interact with site features such as sunlight, land shape, directionality, adjacent buildings, and greenery. Traditionally, tools like computer software, 3D models, sketches, and prototyping help visualize these elements, but they can sometimes be limiting, making changes difficult once a plan is set. This research investigates how integrating VR into early design decisions allows architects to "step into" their designs, better explore alternatives, and improve decision-making. By using VR, architects can more effectively visualize their designs within the actual site context, quickly test different massing options, and refine their decision-making process. Based on a literature review, classroom observations, user studies, and immersive case studies, the research proposes a framework that identifies key knowledge areas, technologies, and themes essential for integrating VR with the design process and understanding spatial relationships.