空間能力之應用見諸生活中各層面，也是許多學科的重要學習內涵與基本能力，更是日後生涯發展與職行業選擇的重要參考依據。文獻研究顯示，空間能力各因素在個體青春期以後開始表現性別差異，其中男性優勢的因素多於女性優勢因素，但接觸教育與科技的機會似乎可以降低空間能力的性別差異。
為避免測量結構內涵可能有的性別偏差，本研究採用眼球追蹤系統進行實驗收集眼動歷程資料，並採用具性別恆等測量基礎的標準化空間能力測驗收集受試者的測驗得分，以綜合推論空間推理歷程的性別差異。
本研究透過社群網站徵求大學以上學歷之受試者，共計37名，其中男性22名與女性15名。本研究收集的眼動資料為全部凝視時間、全部凝視次數、平均凝視時間、首凝視點凝視時間、凝視時間百分比、回視時間、回視次數與眼球偏好凝視位置等。
研究結果顯示，格式塔圖形辨識之眼動資料無性別差異；平面幾何圖型組合之簡單題無性別差異，困難題在全部凝視時間與全部凝視次數出現男性顯著少於女性之結果；實物立體幾何圖形組合中眼球偏好凝視位置有性別差異；標準化空間能力測驗得分亦無性別差異。
由於本研究受試者均為接受高等教育者，所得眼動歷程資料與測驗得分的比較結果大致與近年來空間能力研究中性別差異減少之趨勢相符，但在困難題與立體任務中的眼球偏好凝視位置出現性別差異的結果，對於未來相關之教育訓練方法、教材內容與媒介甚有啟發性。

Spatial ability is widely applied in all aspects of our daily lives, is the important content of many subject matters and basic abilities, and is also the important reference to individuals’ future career development and choices. It is shown in research that gender differences in spatial ability evolve during puberty, and there are more male-advantage spatial factors than the female-advantage ones, but the opportunities to receiving education and technology seem to play crucial roles in decreasing the gender differences in spatial ability.
To avoid possible gender bias inherent in the measuring structure, the eye-tracking instruments and the standardized spatial ability test (SPAT) based on gender invariance were used in the study to collect and compare eye-moving procedural data and SPAT scores in the spatial reasoning processes.
There were 37 subjects recruited through social networking websites, consisting of 22 males and 15 females of higher education background. The eye-moving variables collected were total fixation duration (TFD), total fixation count (TFC), average fixation duration (AFD), first fixation duration (FFD), percent time fixated (PTF), regression duration (RD), regression count (RC) and preferred viewing position (PVP).
The results showed that, there were no gender differences in SPAT scores, and in eye-moving data for the Gestalt pattern recognition and the simpler 2D plane combination. However, males showed significantly less TFD and TFC than females in the more difficult 2D plane combination. There was also gender difference in PVP for the 3D object combination.
Based on the subjects of higher education background in the study, the results of comparing most eye-moving procedural data and the SPAT scores were consistent to the major trend found in the research regarding gender differences in spatial ability. Nevertheless, the gender differences found in TFD and TFC for the more difficult 2D task, and the PVP for the 3D task can provide helpful insights to related educational training methods, instructional contents and media in the future.

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