Educational software to learn the essentials of engineering graphics

This paper presents a novel educational software package which develops an Interactive Didactic Application (IDA) generated in the Polytechnic University of Catalonia (UPC), and which contains the essentials of Engineering Graphics according to ISO norms. It is an interactive multimedia application which adapts easily to all engineering studies, according to the needs of each course, and which is the nucleus of Computer Assisted Teaching (CAT).Peer ReviewedPostprint (author’s final draft

Learning Support Tools for Developing Spatial Abilities in Engineering Design

This paper presents some learning support tools for developing spatial abilities in engineering design students. They are based on the previous authors' experience in teaching traditional Engineering Graphics and uses both on-line and batch computer-aided generation of 3D models from 2D freehand sketches. Although these applications can be used with standards PCs, they are intended to be used on Tablet-PCs to provide an experience similar to sketching on real paper. The objectives of these applications are to develop three important elements for the future engineer: spatial visualization, freehand sketching and normalized view generation. The authors present the results of a pilot study that has been realized in some Spanish universities. Two well-known tests for evaluating spatial abilities: Mental Rotation Test (MRT) and the Differential Aptitude TestÐ Spatial Relations subset (DAT-SR), have been used to validate the pilot study.1) Spanish Ministry of Science and Education and the European Union (Project DPI2004-01373) 2) Fundacio Caixa Castelló-Bancaixa under the Universitat Jaume I program for Research Promotion (Project P1-1B2004-02, titled `Gestural interface for the introduction of variational-parametric sketches and for the definition of assem- bly conditions in the computer-aided design of industrial products')

Improving Visualization Skills in Engineering Education

This article analyzes the importance of visualization skills in engineering education. It proposes a dual approach based on computer graphics applications using both Web-based graphic applications and a sketch based modeling system. It addresses the importance of spatial abilities in the context of engineering education and the available techniques for evaluating these abilities from a psychological point of view. It then reviews some Web resources conceived to help students improve their spatial abilities and presents two educational applications. Finally, it presents a pilot study carried out at La Laguna University

Improving Spatial Ability with Mentored Sketching

As the result of a qualitative investigation into spatial ability, a teaching technique called mentored sketching was found to be effective for teaching visualization skills to freshman engineering students. This contribution describes the technique, how it evolved, and comments made by students as to its effectiveness. While mentored sketching emerged as a novel approach for the advancement of student sketching and spatial ability skills, it appears unhindered by class size and provides few constraints as a teaching methodology

The Impact of Design-Based Modeling Instruction on Seventh Graders\u27 Spatial Abilities and Model-Based Argumentation

Due to the call of current science education reform for the integration of engineering practices within science classrooms, design-based instruction is receiving much attention in science education literature. Although some aspect of modeling is often included in well-known design-based instructional methods, it is not always a primary focus. The purpose of this study was to better understand how design-based instruction with an emphasis on scientific modeling might impact students\u27 spatial abilities and their model-based argumentation abilities. In the following mixed-method multiple case study, seven seventh grade students attending a secular private school in the Mid-Atlantic region of the United States underwent an instructional intervention involving design-based instruction, modeling and argumentation. Through the course of a lesson involving students in exploring the interrelatedness of the environment and an animal\u27s form and function, students created and used multiple forms of expressed models to assist them in model-based scientific argument. Pre/post data were collected through the use of The Purdue Spatial Visualization Test: Rotation, the Mental Rotation Test and interviews. Other data included a spatial activities survey, student artifacts in the form of models, notes, exit tickets, and video recordings of students throughout the intervention. Spatial abilities tests were analyzed using descriptive statistics while students\u27 arguments were analyzed using the Instrument for the Analysis of Scientific Curricular Arguments and a behavior protocol. Models were analyzed using content analysis and interviews and all other data were coded and analyzed for emergent themes. Findings in the area of spatial abilities included increases in spatial reasoning for six out of seven participants, and an immense difference in the spatial challenges encountered by students when using CAD software instead of paper drawings to create models. Students perceived 3D printed models to better assist them in scientific argumentation over paper drawing models. In fact, when given a choice, students rarely used paper drawing to assist in argument. There was also a difference in model utility between the two different model types. Participants explicitly used 3D printed models to complete gestural modeling, while participants rarely looked at 2D models when involved in gestural modeling. This study\u27s findings added to current theory dealing with the varied spatial challenges involved in different modes of expressed models. This study found that depth, symmetry and the manipulation of perspectives are typically spatial challenges students will attend to using CAD while they will typically ignore them when drawing using paper and pencil. This study also revealed a major difference in model-based argument in a design-based instruction context as opposed to model-based argument in a typical science classroom context. In the context of design-based instruction, data revealed that design process is an important part of model-based argument. Due to the importance of design process in model-based argumentation in this context, trusted methods of argument analysis, like the coding system of the IASCA, was found lacking in many respects. Limitations and recommendations for further research were also presented

The Impact of Design-Based Modeling Instruction on Seventh Graders\u27 Spatial Abilities and Model-Based Argumentation

Due to the call of current science education reform for the integration of engineering practices within science classrooms, design-based instruction is receiving much attention in science education literature. Although some aspect of modeling is often included in well-known design-based instructional methods, it is not always a primary focus. The purpose of this study was to better understand how design-based instruction with an emphasis on scientific modeling might impact students\u27 spatial abilities and their model-based argumentation abilities. In the following mixed-method multiple case study, seven seventh grade students attending a secular private school in the Mid-Atlantic region of the United States underwent an instructional intervention involving design-based instruction, modeling and argumentation. Through the course of a lesson involving students in exploring the interrelatedness of the environment and an animal\u27s form and function, students created and used multiple forms of expressed models to assist them in model-based scientific argument. Pre/post data were collected through the use of The Purdue Spatial Visualization Test: Rotation, the Mental Rotation Test and interviews. Other data included a spatial activities survey, student artifacts in the form of models, notes, exit tickets, and video recordings of students throughout the intervention. Spatial abilities tests were analyzed using descriptive statistics while students\u27 arguments were analyzed using the Instrument for the Analysis of Scientific Curricular Arguments and a behavior protocol. Models were analyzed using content analysis and interviews and all other data were coded and analyzed for emergent themes. Findings in the area of spatial abilities included increases in spatial reasoning for six out of seven participants, and an immense difference in the spatial challenges encountered by students when using CAD software instead of paper drawings to create models. Students perceived 3D printed models to better assist them in scientific argumentation over paper drawing models. In fact, when given a choice, students rarely used paper drawing to assist in argument. There was also a difference in model utility between the two different model types. Participants explicitly used 3D printed models to complete gestural modeling, while participants rarely looked at 2D models when involved in gestural modeling. This study\u27s findings added to current theory dealing with the varied spatial challenges involved in different modes of expressed models. This study found that depth, symmetry and the manipulation of perspectives are typically spatial challenges students will attend to using CAD while they will typically ignore them when drawing using paper and pencil. This study also revealed a major difference in model-based argument in a design-based instruction context as opposed to model-based argument in a typical science classroom context. In the context of design-based instruction, data revealed that design process is an important part of model-based argument. Due to the importance of design process in model-based argumentation in this context, trusted methods of argument analysis, like the coding system of the IASCA, was found lacking in many respects. Limitations and recommendations for further research were also presented

Educational software for teaching drawing-based conceptual design skills

An education-oriented computer application to draw sketches of polyhedrons that are automatically recognized to reconstructs the suitable three-dimensional (3D) models is presented. The users can modify the sketches and see the reaction their modifications have on the models. Earliest classroom tests show that the capacity for spatial vision is improved. A copy of the software may be obtained from the website of our research group at http://www.tec.uji.es/d/regeo/index_eng.html.This work was partially supported by Fundació Caixa Castelló-Bancaixa under the Universitat Jaume I program for Research Promotion (Project P1-1B2002-08, titled “From sketch to model: new user interfaces for CAD systems”)

Estudio del efecto de la aplicación de tecnologías multimedia y del modelado basado en bocetos en el desarrollo de las habilidades espaciales

El objetivo de esta tesis es determinar en qué medida las nuevas tecnologías (recursos web online y programas de bocetado por ordenador) son útiles para la mejora en las capacidades espaciales que requiere la profesión de ingeniero. Para ellos se han seleccionado dos test de medida de dichas capacidades (DAT-SR y MRT) y se ha llevado a cabo un estudio de campo con alumnos de primero de carrera de la Universidad de La Laguna (también se han tomado algunos datos de la Universidad Jaume I de Castellón y de la Universidad Politécnica de Cartagena). Primero, se midieron las capacidades de dichos alumnos al comienzo de las asignaturas. Una vez analizados los resultados se seleccionaron aquellos cuyos resultados eran peores y se dividieron en tres grupos de mejora. A cada uno de ellos se les impartió un curso diferente de mejora de habilidades espaciales. Uno utilizando técnicas clásicas de lápiz y papel, otro mediante recursos web on-line y el tercero mediante la utilización de la aplicación e-CIGRO (herramienta de bocetado por ordenador desarrollada por el grupo REGEO). Por ultimo, al final de curso se volvieron a realizar los dos test a los alumnos. Los resultados obtenidos indican que los tres cursos intensivos, mejoran las capacidades espaciales de los alumnos, obteniendo unos resultados muy similares en todos ellos. También se observa que existe un efecto positivo de las asignaturas de Expresión Gráfica sobre la mejora de habilidades espaciales de los alumnosSaorín Pérez, JL. (2006). Estudio del efecto de la aplicación de tecnologías multimedia y del modelado basado en bocetos en el desarrollo de las habilidades espaciales [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/1881Palanci

Diseño y eficacia de un gestor web interactivo de aprendizaje en ingeniería gráfica para el desarrollo de la capacidad de visión espacial

Se ha diseñado y desarrollado un gestor web interactivo para el aprendizaje de la expresión gráfica en la ingeniería especializado en el desarrollo de la visión espacial (ILMAGE_SV). Está constituido por un sistema que gestiona una base de datos y tres perfiles de usuario (alumno, profesor y administrador) para realizar el seguimiento del aprendizaje en visualización espacial. Se experimentó con dos grupos de estudiantes, uno experimental (que sólo utilizó ILMAGE_SV) y otro de control (con metodología tradicional), de primer curso de ingeniería, para validar ILMAGE_SV. De los resultados de una encuesta se obtuvo que ILMAGE_SV y sus contenidos tienen calidad suficiente para desarrollar la capacidad de visión espacial. Comparados con varios instrumentos de medida, no existen diferencias significativas entre ambos grupos. ILMAGE_SV es adecuado, sobre todo, para estudiantes de primer curso de ingeniería con dificultades de visión 3D. Con su uso se consigue homogeneizar al grupo en capacidad espacial