Spatial ability is made up of several sub-components, such as the ability to perform mental rotation and object-based transformations. Together with each individual’s attitudes and general skill sets, this specific ability plays an important role in technical professions such as engineering. The components of spatial ability can be enhanced using targeted training or educational programs. This study analyses the levels of spatial skills in first-year engineering students at two universities, one in Spain and one in Peru. The purpose of the study is to establish the extent of symmetry between these study groups in terms of their spatial skills. Initial comparisons indicate that the Peruvian students have a lower level of spatial skill prior to training than their Spanish cohorts. AR-based training delivering representational system content was used with engineering students at both universities to boost spatial abilities. The results obtained indicate the training was effective, as both experimental groups made significant gains in their level of spatial ability. No difference was detected in either experimental group for the variable gender. The comparison of spatial ability gains between both countries is similar, although there is significant difference in the spatial ability component spatial visualization. In this instance, gains in this component were higher amongst the student population in Peru.

One essential factor when developing a project based learning (PBL) program is giving the required resources leading the student's learning process. We want our students do their own research and obtain the proposed competences, but reaching this objective require a proper project definition, giving appropriate resources and information access. Small questions are also usually proposed for a better project orientation. On a first stage, we are focusing our efforts on augmented project definitions for chemistry practices (density and viscosity) for higher maritime students. Augmented reality can be used for accessing to virtual materials even when outside the laboratory. These mainly consist on 3D models of objects and devices used for measuring, manipulate or processing, and video contents explaining related concepts and other relevant information. Students can study and manipulate fragile and expensive stuff, like viscometers through their mobile device, and watch video demonstrations with another device when working in small groups, while a third student annotates concepts, ideas and procedures on a virtual shared mental map. Augmented materials will be used in a mobile collaborative environment, so mobile devices like smartphones tablets and iPads are a key factor for a better and a more engaging experience for our students. Visualizing augmented contents on virtually any mobile device will be possible by the use of Junaio as it runs on iOS and Android, so we have decided to use Metaio Creator and export as AREL packages to a Metaio server. At the end of these experiences, we expect to obtain better grading results compared with other learning methods