Abstract
Visual-spatial abilities play a fundamental role in learning and are closely linked to academic and professional success, particularly in STEM fields, where they support the understanding of abstract concepts and the development of innovative solutions. Despite their importance, they are often underappreciated in educational pathways, limiting growth opportunities for many students. This study aims to address this gap by analyzing the development of visual-spatial abilities in primary school children, considering the influence of psychosocial factors such as spatial anxiety and gender stereotypes, and evaluating the effectiveness of an intervention based on the use of Artec Blocks. The research was conducted across three schools in the provinces of Bolzano and Varese, involving a total of 240 children aged 8 to 10 years (Mage = 8.7, SD = .83), divided into an experimental group (N = 150, Female = 50.67%) and a control group (N = 90, Female = 45.56%). The intervention, designed in collaboration with teachers, was integrated into standard teaching activities through tasks involving Artec Blocks aimed at stimulating spatial thinking. Results, collected through a quasi-experimental approach with pre- and post-intervention assessments, revealed significant improvements in visual-spatial skills, particularly among children with lower initial levels. Gender differences were minimal, with some variations related to specific tasks and individual profiles. This study highlights how the use of manipulative materials, such as Artec Blocks, can be an effective strategy for enhancing visual-spatial abilities. Integrating innovative tools into teaching offers the opportunity to create more inclusive and motivating learning environments, capable of fostering the potential of every child.