Prototyping development is a formative evaluation in which the phases include self-evaluation, expert review, one-to-one, small group, and field tests. The research employed a design research method of development studies was conducted in three stages: the preliminary stage, the development or prototyping stage, and the assessment stage. The model is valid and practical and potentially affects the learning quality of high school mathematics teachers. This study developed a learning environment through the Realistic Mathematics Education (RME)-based Lesson Study for Learning Community (LSLC) for high school mathematics teachers. An ongoing process is needed to support and develop their quality. Teachers' academic and professional competencies significantly improve the quality of their learning. It is recommended to improve the module content by adding topics from designs 3 to 10. In conclusion, both experts and students strongly agree with the indicators of the instrument in terms of content quality, technical quality, and instructional quality. These statistical results from experts and students are further supported by the verbatim of both groups that show interest and support for the developed module. The results of the data analysis indicated that the experts and students strongly agree on the acceptability and usability of the web-based interactive spatial intelligence module. The parameters for evaluation were content quality, technical quality, and instructional quality. Ten lecturers and 39 freshmen architects assessed the module using the instrument adopted from Mercado. ![]() The module consists of activities involving mental rotation and spatial visualization using the web version of SketchUp over a span of 9 weeks. This study aimed to assess the developed web-based interactive spatial intelligence module intended for freshmen architecture students. ![]() For this reason, a web-based interactive spatial intelligence module is essential to enhance the spatial understanding of freshmen architecture students. However, spatial intelligence is malleable and could be improved through interventions. Low spatial intelligence is also a barrier to success in STEM disciplines. Spatial intelligence is important in design-based disciplines like architecture, but it is not given much attention despite its influence on students' performance.
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