Application of Visual Cues on 3D Dynamic Visualizations for Engineering Technology Students and Effects on Spatial Visualization Ability: A Quasi-Experimental Study

Several theorists believe that different types of visual cues influence cognition and behavior through learned associations; however, research provides inconsistent results. Considering this, a quasi-experimental study was done to determine if there are significant positive effects of visual cues (color blue) and to identify if a positive increase in spatial visualization ability for students in engineering technology courses is observed. According to the results of this study it is suggested that the use of the specific visual cue (color blue) provides no statistically significant higher scores versus the treatment that did not utilize any visual cues

Pembangunan strategi pembelajaran geometri tiga dimensi: pelan dan dongakan melalui SketchUp Make

Terdapat cukup bukti yang menunjukkan bahawa kemahiran visual spatial dan tahap pemikiran geometri pelajar tidak diberi penekanan yang mencukupi dalam pengajaran dan pembelajaran geometri. Permasalahan ini telah menyebabkan kesukaran pembelajaran geometri di kalangan pelajar. Justeru itu, satu strategi pembelajaran yang dinamakan Strategi Pembelajaran Pelan 3 Dimensi melalui SketchUp Make (SPPD-SUM) telah direka dan dibangunkan dengan harapan dapat membantu pelajar untuk meningkatkan kemahiran visual spatial dan pemikiran geometri dalam pembelajaran 3 dimensi geometri bagi tajuk Pelan dan Dongakan. Domain kemahiran visual spatial telah diterapkan ke dalam tahap pemikiran geometri dengan teliti melalui aktiviti pembelajaran yang dibina dan disusun secara spesifik. Susunan ini adalah penting untuk memastikan pelajar dapat mencapai perubahan kognitif yang lebih baik dalam kemahiran spatial visual dengan berkomunikasi dan berinteraksi secara fizikal dan sosial mengikut model hierarki pemikiran geometri van Hiele. Aktiviti pembelajaran telah direka dengan teliti agar selaras dengan setiap tahap pemikiran geometri dan fasa pembelajaran tertentu sebagaimana yang telah ditetapkan oleh van Hiele. SPPD-SUM dibina berdasarkan ciri istimewa perisian dinamik SketchUp Make bagi memudahkan peningkatan kemahiran visual spatial dan pemikiran geometri semasa proses pembelajaran. Keseluruhan proses pembangunan SPPD-SUM berlandaskan lima peringkat kitaran model reka bentuk pengajaran ADDIE. Kertas kerja ini hanya melaporkan dua peringkat iaitu reka bentuk dan pembangunan SPPDSUM

Effectiveness of Drafting Models for Engineering Technology Students and Impacts on Spatial Visualization Ability: An Analysis and Consideration of Critical Variables

Results from a number of studies indicate that the use of drafting models can positively influence the spatial visualization ability for engineering technology students. However, additional variables such as light, temperature, motion and color can play an important role but research provides inconsistent results. Considering this, a set of 5 quasi-experimental studies, was conducted to identify additional critical variables. According to the results, a dynamic, 3Dprinted drafting model, presented with a blue background under lighting conditions between 500–750 lux had the highest impact on spatial visualization ability of engineering technology students

Advanced Teaching Methods Application and its Benefits in Descriptive Geometry at the Faculty of Civil Engineering and Architecture in Niš

Teaching tools, such as computer drawings in lecture templates, "step by step" presentations, Android application, got introduced so as to improve teaching process quality in Descriptive geometry subject, at the Faculty of Civil Engineering and Architecture in Niš. Advanced teaching methods in practice classes, and on-the-screen video beam projected "step by step" presentations were available only to half of the enrolled students (experimental group –the EG), while the rest attended the practice classes deploying classical teaching methods, and manual drawings on the blackboard (control group –the CG). Deliberation of data on previous education and intellectual capabilities of students involved proved that the groups do not differ. Comparative analysis of the final results in academic year of 2016/17 indicated that in the EG students there was a higher knowledge of the subject matter, and higher exam pass rate. The conclusion is that the application of the advanced teaching methods makes learning and teaching process more successful, thus their usage in the future is recommended

Use of Dynamic Visualizations for Engineering Technology, Industrial Technology, and Science Education Students: Implications on Ability to Correctly Create a Sectional View Sketch

Spatial abilities, specifically visualization, play a significant role in the achievement in a wide array of professions including, but not limited to, engineering, technical, mathematical, and scientific professions. However, there is little correlation between the advantages of spatial ability as measured through the creation of a sectional-view sketch between engineering technology, industrial technology, and science education students. A causal-comparative study was selected as a means to perform the comparative analysis of spatial visualization ability. This study was done to determine the existence of statistically significant difference between engineering technology, industrial technology, and science education students’ ability to correctly create a sectional-view sketch of the presented object. No difference was found among the sketching abilities of students who had an engineering technology, industrial technology, or science education background. The results of the study have revealed some interesting results. © 2016, Virginia Polytechnic Institute. All rights reserved

Technologies to Enhance and Extend Children\u27s Understanding of Geometry: A Configurative Thematic Synthesis of the Literature

Empirical evidence indicates that students are not learning geometry with relational understanding of the concepts. Studies have shown that digital technologies can support students in mathematics. The purpose of this study was to find which technologies and technological affordances are specific to learners of geometry. This paper presents the results of a configurative thematic synthesis of empirical studies and theoretical papers to show that dynamic geometry environments (DGEs: including 3D DGEs) and logobased environments were the main types of technologies used to support geometry learners. The results of this study also reveal that there are five main technological supports provided to geometry learners - visualization, manipulation, cognitive tools, discourse promoters, and ways of thinking

Interactive Learning Management System to Develop Spatial Visualization Abilities

An Interactive Learning Management System (ILMS) is presented, which functions as a web-based Spatial Visualization Ability (SVA) learning support tool for students of engineering graphics and as a management tool for teachers to track student learning. This software is designed to fill the gaps in student knowledge, giving them more uniform spatial visualization abilities when enrolling on University Engineering degrees. The ILMS_SVA consists of: (1) a Content Management System (CMS); (2) a preliminary level assessment test; (3) a web-based tool for exercise management and self-assessment incorporating a 3D viewer that functions as an interactive tutorial (IT), allowing the manipulation of 3D objects in every exercise; (4) a database. It is designed for three types of users (student, teacher, and administrator), and has been validated with engineering graphics students at the University of Burgos (Spain) by means of experimental trials in the classroom and a user satisfaction survey, over two academic years. The results indicate that use of this tool improved SVA among students generally and was even of greater effectiveness for those students that accessed engineering courses with no prior knowledge of Technical Drawing

Application of Visual Cues on 3D Dynamic Visualizations for Engineering Technology Students and Effects on Spatial Visualization Ability: A Quasi-Experimental Study

Several theorists believe that different types of visual cues influence cognition and behavior through learned associations; however, research provides inconsistent results. Considering this, a quasi-experimental study was done to determine if there are significant positive effects of visual cues (color blue) and to identify if a positive increase in spatial visualization ability for students in engineering technology courses is observed. According to the results of this study it is suggested that the use of the specific visual cue (color blue) provides no statistically significant higher scores versus the treatment that did not utilize any visual cues