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

Effects Of A Treatment Using Computer Generation Of Isometric And Orthographic Projections On Middle School Students\u27 Spatial Ability

The primary focus of this study examines the effectiveness of the CRIOSAT (Computerized Rotational Isometric and Orthographic Spatial) spatial ability treatment on a random sample of middle school students’ (n=137) spatial ability as measured by the Purdue Spatial Visualization Test: Rotations Test (PSVT-ROT) (Guay, 1977). The secondary focus of this study investigates the relationships between mathematical achievement, problem solving preferences, and spatial ability. The secondary focus was tested on a subsample (n=41), with the problem solving preferences measured via the Mathematical Processing Instrument (MPI) (Suwarsono, 1982). Findings indicated no significant gains in spatial ability scores after students’ use of the CRIOSAT treatment; while some increases in spatial ability took place in males. Significant positive correlation was identified between mathematics achievement and spatial ability; while conversely, a significant negative correlation was found between mathematics achievement and level of visual problem solving used by students

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

Design and validation of an augmented book for spatial abilities development in engineering students

[EN] This paper presents an application of augmented reality for improving spatial abilities of engineering students. An augmented book called AR-Dehaes has been designed to provide 3D virtual models that help students to perform visualization tasks to promote the development of their spatial ability during a short remedial course. A validation study with 24 Mechanical Engineering freshmen at La Laguna University (Spain) has concluded that the training had a measurable and positive impact on students' spatial ability. On the other hand, results obtained using a satisfaction questionnaire illustrate that AR-Dehaes is considered an easy to use, attractive, and very useful technique for students. AR-Dehaes has proved to be a very cost-effective tool insofar as it only required an ordinary PC with a webcam to be used.Martín-Gutiérrez, J.; Saorín, J.; Contero, M.; Alcañiz Raya, ML.; Pérez Lopez, DC.; Ortega Pérez, M. (2010). Design and validation of an augmented book for spatial abilities development in engineering students. Computers & Graphics. 34(1):77-91. doi:10.1016/j.cag.2009.11.003S779134

Technical Drafting and Mental Visualization in Interior Architecture Education

We explored how beginning-level interior architecture students develop skills to create mental visualizations of three-dimensional objects and environments, how they develop their technical drawing skills, and whether or not physical and computer generated models aid this design process. We used interviews and observations to collect data. The findings provide an insight on what kind of difficulties students experience during their learning process and how they overcome those difficulties. The results of the study indicate that the students’ lack of skills in technical drawing and in creating 2D and 3D mental visualizations negatively influenced their design process. Using the existing body of literature, we discussed the findings and suggested teaching strategies to improve the learning process for the beginning-level interior architecture students. The findings of this study allowed us to have a better understanding of the student design and learning process

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')

Exploring perceptions and attitudes towards teaching and learning manual technical drawing in a digital age

This paper examines the place of manual technical drawing in the 21st century by discussing the perceived value and relevance of teaching school students how to draw using traditional instruments, in a world of computer aided drafting (CAD). Views were obtained through an e-survey, questionnaires and structured interviews. The sample groups represent professional CAD users (e.g. engineers, architects); university lecturers; Technology Education teachers and student teachers; and school students taking Scottish Qualification Authority (SQA) Graphic Communication courses. An analysis of these personal views and attitudes indicates some common values between the various groups canvassed of what instruction in traditional manual technical drafting contributes towards learning. Themes emerge such as problem solving, visualisation, accuracy, co-ordination, use of standard conventions, personal discipline and artistry. In contrast to the assumptions of Prensky's thesis (2001a&b) of digital natives, the study reported in this paper indicate that the school students apparently appreciate the experience of traditional drafting. In conclusion, the paper illustrates the perceived value of such learning in terms of transferable skills, personal achievement and enjoyment

Meeting the challenges first year engineering graphic design pre-service teachers encounter when they read and interpret assembly drawing

AbstractIn this qualitative study, we explored the challenges first year engineering graphics and design (EGD) preserviceteachers (PSTs) encounter when they read and interpret assembly drawings (ADs). Vygotsky’s zone ofproximal development framed this study. Purposive sampling was used to generate data from twenty-one firstyear EGD PSTs using a think-aloud task and individual semi-structured interviews. We subjected the data tocontent analysis. The findings reveal that first year EGD PSTs, when they attempt to read and interpret ADs,encounter five challenges that have implications for the teaching of EGD with regard to scaffolding thedevelopment of spatial visual ability in first year EGD PSTs. Keywords: assembly drawing, engineering graphics and design, pre-service teachers, read and interpre

SAperI: Approaching Gender Gap Using Spatial Ability Training Week in High-School Context

The purpose of this paper is to describe the structure of a girls summer school, “SAperI – Spatial Ability per l’Ingegneria” (in English, “Knowledge – Spatial Ability for Engineering”), and to illustrate its impact on spatial ability development and future career preferences on those who participated in the week long summer school compared to a control group that did not participate.The 5 days school,organized by Politecnico di Torino (Italy), was included in a larger project addressing 17 years old high-school students. Thirtyseven girls actively took part in a summer school, while 167 students (both males and females) were tested as a controlled group.For those who attended the summer school, significant gains were observed in four measures of spatial ability - mental rotation, spatialvisualization, mental cutting and paper folding. For a minority of participants, scores on one of these tests, paper folding, were lower when measured at the end of the summer school but this was an exception. Furthermore, when tested several months after the summer school, the gains in spatial ability that were made during the course were maintained indicating stability over time with regard to the improvement in spatial ability.In terms of the experience of taking the course, the feedback provided was very positive and all but one participant would recommend the summer school to othergirls at this stage of high school

A study of an alternative visual aid used to teach orthographic drawing in an introductory drafting course

Includes bibliographical references