Puzzle to progress: relationship between Rubik’s Cube solving proficiency, spatial visualization, and anxiety

Previous studies have explored puzzle games as tools to enhance spatial abilities and modulate anxiety. However, the Rubik’s Cube, a widely recognized cognitive puzzle, has received little attention in relation to spatial abilities and anxiety. This study tested the relationship between Rubik’s Cube solving proficiency and spatial visualization, and between proficiency and anxiety (using perceived stress as a proxy). Analyses accounted for demographic and personal covariates, including Rubik’s Cube solving experience, age, gender, physical activity, and educational background. We hypothesized that solving proficiency is positively correlated with spatial visualization and negatively correlated with perceived stress. Members of the Rubik’s Cube community forums completed an online survey that collected self-reported data on solving proficiency and covariates, alongside an adapted spatial visualization assessment and a perceived stress assessment. Controlling for solving experience, the results indicated a positive correlation between spatial visualization and solving proficiency, but a non-significant correlation between perceived stress and proficiency. Our findings contribute to the literature on cognitive training and clinical interventions. They suggest the Rubik’s Cube as a potential tool to enhance spatial visualization or, conversely, visualization training as a possible aid for competitive solvers. Caution is advised in treating the Rubik’s Cube as an anxiolytic puzzle, given the potentially limited or nuanced link between Rubik’s Cube solving and anxiety. Our results reflect the broader use of tools to support human cognitive and emotional development.