Three-dimensional (3D) design can improve students' spatial ability, but the research on the differences of spatial ability development after 3D design training for students with different initial spatial ability is not unified. The ability-as-enhancer hypothesis and the ability-as-compensator hypothesis explain the performance differences of students with different initial spatial abilities in different situations. However, the existing research has not formed a consistent conclusion, which makes students lack of fine guidance, and it is difficult to achieve good spatial ability training effect. This study first explored the differences of students' performance under different educational interventions, and verified the value of process data in the cultivation of spatial ability. Then, we collected more students' data, discussed the improvement of students' spatial ability by 3D design with different initial spatial ability, and tried to explain the difference of students' performance by students' 3D design behavior. We found that different educational interventions can affect students' task participation, and then the effect of spatial ability training. Students with different initial spatial abilities still have significant differences in spatial ability after 3D design, but there is no significant difference in the improvement of spatial ability, and no difference in the data of 3D design operation process. Through cluster analysis, this study also found five types of students in the process of 3D design. There are significant differences in the pre-test, post-test only among some types of students. This study provides a reference for the training effect evaluation of students with different initial spatial abilities.