The effect of 3D-stereogram mobile AR on engineering drawing course outcomes among first-year vocational high schoolers with different spatial abilities: a Bloom�s taxonomy perspective

ABSTRACT Engineering drawing is valuable in capturing geometric features, conveying engineering ideas, and creating a blueprint of the intended product. Engineering students usually perform orthographic projections, imagining a 3D situation and sketching its 2D representation. That requires imagination and mental visualization, determined by the learner�s spatial ability. This study proposes the infusion of an AR stereogram mobile application into an engineering drawing course to establish how it influences learning outcomes among students with different spatial abilities. The quantitative experimental study involved two mechanical engineering classes in northern Taiwan, N = 69 first-year vocational high schoolers. Statistical analysis revealed that the experimental group with high spatial ability recorded better results and excellent drawing skills. Bloom�s taxonomy categorization reported that spatial ability influenced �understanding� and �applying� levels, with the strongest effect on �understanding.� Although no significant interaction existed, learning outcomes were highly affected by spatial ability in �understanding� and �applying� levels and AR in the overall performance. The findings and discussions show AR holds great potential to enhance students� spatial ability for real-time visualization and enables better concept comprehension by improving their understanding of engineering topics. Future studies should consider these implications in creating effective and immersive learning environments for different courses in engineering education

The potential of mobile augmented reality as a didactic and pedagogical source in learning geometry 3D

The COVID-19 pandemic in Indonesia requires teachers and students to perform learning activities online. Meanwhile, teachers use a variety of technology products in the classroom without paying attention to the didactic, pedagogical, and content aspects. This is due to time constraints and short learning adjustments that should be flexible to this pandemic. Therefore, this research provides an alternative by exploring the potential of augmented reality as a didactic and pedagogical source in learning geometry. An exploratory case study design was used to reveal this potential, while three mathematics teachers and twenty-six students from three schools in Indramayu Regency, Indonesia, participated in the research. Data from observations and documentation were checked, extracted, entered verbatim, and coded. The results of the interview data were analyzed using the content analysis method, while those from the geometry understanding test and student response questionnaires used descriptive analysis. Consequently, the research results showed that augmented reality was useful as an alternative didactic and pedagogical source of learning geometry during the COVID-19 pandemic. This conclusion was based on the reason, first characteristically augmented reality technology can be integrated with textbooks or certain learning methods. Second, the results of the geometry understanding test showed that there were more students who answered the questions correctly than the students who answered incorrectly. Third, the results of questionnaires and interviews showed that students had a positive attitude during the geometry learning process. Therefore, the researcher believes that the use of augmented reality is worthy of being an alternative didactic and pedagogical source and has the potential to be applied to other subjects both during the COVID-19 pandemic and after the COVID-19 pandemicPeer Reviewe

Assessing the effects of augmented reality on the spatial skills of postsecondary construction management students in the U.S.

There is a continual challenge within the construction industry to meet schedule, budget, and quality expectations. At the same time, there is an underlying problem where the older and more experienced workforce is retiring from industry at a faster rate than the newer workforce can replace them. As the more experienced workforce departs from the industry, they are taking with them much-needed skills and experience that fail to get transitioned to the newer and less experienced workforce. Among these skills are spatial skills. The construction industry has already caught on that this is a serious problem that they must contend with, and so, they have looked to the postsecondary institutions to help resolve it. However, the postsecondary institutions have a problem of their own, whereby they commonly default to passive teaching techniques that are not well suited to teaching spatial skills. So, therefore, there is a need to graduate construction management students with better spatial skills in order to meet the necessities of industry. Along with this, is the need for academia to reconsider teaching styles to better train spatial skills. Spatial skills, it has been found, are better retained when active and collaborative teaching engagements are arranged. Therefore, identifying and testing a practical and non-interfering classroom tool that students can easily use, would be the most favorable way to overcome academia’s tendency towards passive teaching. Spatial skills are needed in every part of the construction industry. In fact, everyday simple tasks require spatial skills and while these skills are honed over time, more refined skills, capable of interpreting abstract space, are required to assemble a complex construction project. Construction projects are getting more complex and often the design involves some measure of abstract thinking. Teaching these abstract-based spatial skills in postsecondary institutions has typically been done through drafting and plan reading courses, with some success. However, the need from industry is not being fully met with these skills and so an alternative solution is recommended. While Building Information Modeling (BIM) has become an adequate solution to aid in the understanding and planning of highly abstract designs, successfully using it requires excellent spatial skills. Consequently, it would be advantageous if those spatial skills were developed before students were introduced to BIM. Augmented reality is a collection of technologies that allows a user to view the “real” world with additional information that is intended to provide a better understanding of what is being observed. Augmented reality already has applications in many industries and is fast becoming a proven technology. With the availability of smaller and more powerful consumer mobile devices, augmented reality has the potential of becoming a more ubiquitous and practical tool. Recognizing that this technology can be practical, non-interfering, and known by the masses makes it an excellent solution for the classroom. Therefore, this research will study the use of an augmented reality tool to determine if there is an improvement of spatial skills in terms of accuracy, time to execute, and the retention of concepts over time. Furthermore, a separate analysis will be conducted to determine if the teaching tool is a benefit or disruption to the overall learning experience.M.S

Augmented Reality Applications in Teaching and Learning for topic of Current and Voltage Division for Technical and Vocational Education

The combination of technology Augmented Reality (AR) with educational content aims to create new ideas that can improve the effectiveness and attractiveness of teaching and learning for students in real-life scenarios. The use of AR technology can make the process of teaching and learning more enjoyable, in which students' interest in learning can be stimulated. The AR technology has three characteristics. The first feature is that AR technology is a combination of virtual objects with the real world. The second feature is that AR operates in real time and interactively. The last feature is that it has 3 dimensions (3D) for virtual objects. In this study, the ADDIE model includes five phases, namely Analysis, Design, Development, Implementation and Evaluation, which are utilised to develop applications based on AR technology in education for the topic of Current and Voltage Division. To identify the effectiveness of the application of AR technology, a survey using questionnaire was conducted among pre-service teachers to know their perceptions of the development of AR applications namely as Voltrent AR. As this is a quantitative study where questionnaires were distributed to 73 students from the class of Bachelor of Technology with Education (Electric and Electronics) with Honours and Bachelor of Technology with Education (Living Skills) with Honours at Universiti Teknologi Malaysia (UTM) Skudai, Johor. Most respondents gave very positive feedback on the use of AR in education, especially for the topic of Current and Voltage Division. AR is viewed as a medium of instruction that is innovative, interesting and effective. Voltrent AR application development is successfully developed based on the ADDIE model, and the application development of the constructivism theory was applied in this AR application. Thus, the AR application development has reached the desired objective of producing application-based Augmented Reality as a teaching aid.&nbsp

Augmented Reality and education: a comprehensive review and analysis of methodological considerations in empirical studies

Augmented reality (AR) has been gaining attention in the field of education due to its potential to enhance learning experiences. However, the use of AR in education is still relatively new, and empirical studies examining its effectiveness are limited. This review paper provides a comprehensive analysis of the methodological considerations in empirical studies that have investigated the use of AR in education. In this paper, 23 articles out of 134 articles were gathered from publishers database including Scopus, Science Direct, Springer, Taylor Francis, and Web of Science outlaying the detailed analysis of knowledge-based tests and methodologies essential for studying AR in education. The review paper further highlights the challenges and limitations of conducting such studies and also examines the outcomes and implications of empirical studies to date, providing insights into the effectiveness of AR in STEM courses. The analysis revealed that engineering education is more extensively explored compared to architecture. Additionally, mobile-based devices and AR marker-based technology are more commonly used in current studies than other AR-based devices and technologies, while probability sampling technique and pretest and post-test evaluation technique are more frequently followed by authors. Thus, based on the findings, the paper concludes with recommendations for future research directions and methodological considerations to be taken into account in empirical studies of AR in education. This review aims to provide a valuable resource for researchers and educators interested in incorporating AR technology in educational settings

Unmasking how pre-service engineering graphics and design teachers read and interpret assembly drawing at a university of technology: a case study in Umgungundlovu, KwaZulu-Natal.

Doctoral Degree. University of KwaZulu-Natal, Durban.The study sought to find out how engineering graphics and design (EGD) pre-service teachers (PSTs) read and interpret assembly drawing (AD). This study was undertaken because newly qualified teachers of EGD need the relevant skills to teach EGD so that it activates learners’ spatial visual reasoning, and ensure good pass rates in the subject. Also pre-service teachers at a University of Technology in South Africa, find assembly drawings difficult to read, to interpret and to learn. The study was guided by four research questions: 1. What are first year EGD PSTs’ levels of spatial visualization ability? 2. How do first year EGD PSTs read and interpret AD? 3. Why do first year EGD PSTs read and interpret AD the way they do? 4. Does the reading and interpretation of AD, among first year EGD PSTs, change after mediation? If so how? If not why? The qualitative case study design approach was adopted. Data were generated through the Purdue spatial visualization test (PSVT), which is a mental rotation test, through two think aloud tasks, by individual interviews, focus group interview and collage making for both tasks. The findings reveal that as an object undergoes more rotations it becomes increasingly more difficult for first year EGD PSTs to mentally visualize and manipulate the object. Challenges experienced by the first year EGD PSTs include the inability to read and interpret information provided by exploded isometric drawing (3-D) and different views of each part in 2-D. The result is an inability to differentiate between orthographic and isometric projections, and to visualize the different views, inability to visualize or see spatial relationships between objects and rotate objects, inability to measure accurately and apply SANS code of practice as well as inability to assemble and recognize lines. Findings also confirm that spatial ability, the ability to mentally rotate or manipulate objects is not innate; instead it can be learned with training. The findings from this study are used to propose a model for linking the teaching and learning of AD in EGD. The model is shown as a graphic, indicating the links between teaching and learning of AD in EGD for PSTs doing Engineering Drawing and Design as their specialization subject

Perception-driven approaches to real-time remote immersive visualization

In remote immersive visualization systems, real-time 3D perception through RGB-D cameras, combined with modern Virtual Reality (VR) interfaces, enhances the user’s sense of presence in a remote scene through 3D reconstruction rendered in a remote immersive visualization system. Particularly, in situations when there is a need to visualize, explore and perform tasks in inaccessible environments, too hazardous or distant. However, a remote visualization system requires the entire pipeline from 3D data acquisition to VR rendering satisfies the speed, throughput, and high visual realism. Mainly when using point-cloud, there is a fundamental quality difference between the acquired data of the physical world and the displayed data because of network latency and throughput limitations that negatively impact the sense of presence and provoke cybersickness. This thesis presents state-of-the-art research to address these problems by taking the human visual system as inspiration, from sensor data acquisition to VR rendering. The human visual system does not have a uniform vision across the field of view; It has the sharpest visual acuity at the center of the field of view. The acuity falls off towards the periphery. The peripheral vision provides lower resolution to guide the eye movements so that the central vision visits all the interesting crucial parts. As a first contribution, the thesis developed remote visualization strategies that utilize the acuity fall-off to facilitate the processing, transmission, buffering, and rendering in VR of 3D reconstructed scenes while simultaneously reducing throughput requirements and latency. As a second contribution, the thesis looked into attentional mechanisms to select and draw user engagement to specific information from the dynamic spatio-temporal environment. It proposed a strategy to analyze the remote scene concerning the 3D structure of the scene, its layout, and the spatial, functional, and semantic relationships between objects in the scene. The strategy primarily focuses on analyzing the scene with models the human visual perception uses. It sets a more significant proportion of computational resources on objects of interest and creates a more realistic visualization. As a supplementary contribution, A new volumetric point-cloud density-based Peak Signal-to-Noise Ratio (PSNR) metric is proposed to evaluate the introduced techniques. An in-depth evaluation of the presented systems, comparative examination of the proposed point cloud metric, user studies, and experiments demonstrated that the methods introduced in this thesis are visually superior while significantly reducing latency and throughput

ARCHITECTURAL MODELS AS LEARNING TOOLS

This book shows a variety of educational experiments that explore the use and meaning of ‘Architectural models as learning tools in education’both practically and theoretically