Improving Spatial Abilities and Comprehension in Technical Drawing Students Through the Use of Innovative Activities and Augmented Reality

Abstract Spatial ability is one of the critical components of human intelligence. It has been proven that it is particularly crucial for success, especially in engineering, where interpreting views of an object presented by drawings, visualizing parts, or manipulating geometry in CAD are fundamental skills. Research has confirmed that spatial skills can be improved through instruction and teaching, for example, sketching and technical drawing, which are also included in the basic engineering classes. This study tested the hypothesis that the development of spatial skills during the fundamental design engineering class can be positively influenced due to the use of different visualization media for sketching and technical drawing tasks, whereas the used visualization media offer varying possibilities of interaction. Seventy students were pre- and post-tested with the Mental Rotation Test. All participants received the same training during the class but were given individual tasks with varying media. The analysis revealed a significant increase in mental rotation performance for all participants throughout the semester with a big effect size. Moreover, the mean performance improvement differed considerably depending on the visualization media and its offered interaction possibilities.

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A formative study on the use of augmented reality in technical drawing courses

Emerging Materials Research ◽

10.1680/jemmr.20.00276 ◽

2020 ◽

Vol 9 (4) ◽

pp. 1293-1299

Author(s):

Vehbi Balak ◽

Murat Kısa ◽

Mehmet Miman

Keyword(s):

Augmented Reality ◽

Technical Drawing

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Augmented Reality Aided 3D Modelling

Advanced Materials Research ◽

10.4028/www.scientific.net/amr.1036.1037 ◽

2014 ◽

Vol 1036 ◽

pp. 1037-1040

Author(s):

Radu Emanuil Petruse ◽

Ioan Bondrea ◽

Marco Sacco ◽

Stefano Mottura

Keyword(s):

Augmented Reality ◽

3D Model ◽

3D Models ◽

Spatial Visualization ◽

3D Modelling ◽

Technical Drawing

The purpose of the article is to introduce possibilities of using Augmented Reality instructions in order to better understand technical drawings. The aim of these instructions based on 3D models is to create AR training applications and analyze their impact on the users. These instructions consist in a 3D model, superimposed over the technical drawing. The AR application also offers step by step instructions for 3D modelling in CAD software, which are very useful in creating the 3D model starting from a technical drawing. The AR application was tested by students from the Faculty of Engineering in Sibiu, obtaining great improvements in their 3D modelling times. The results of a survey that the students completed reveal that the AR modelling instructions also aids their spatial visualization capability.

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Fostering spatial abilities of middle school students through augmented reality: Spatial strategies

Education and Information Technologies ◽

10.1007/s10639-021-10729-3 ◽

2021 ◽

Author(s):

Bilal Özçakır ◽

Erdinç Çakıroğlu

Keyword(s):

Middle School ◽

Middle School Students ◽

Augmented Reality ◽

Spatial Abilities ◽

School Students ◽

Spatial Strategies

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Graphical Representation of Solids - An Important Issue in Teaching Technical Drawing

Applied Mechanics and Materials ◽

10.4028/www.scientific.net/amm.371.493 ◽

2013 ◽

Vol 371 ◽

pp. 493-498 ◽

Cited By ~ 1

Author(s):

Ramona Clinciu

Keyword(s):

Graphical Representation ◽

Three Dimensional ◽

Spatial Abilities ◽

Frequent Use ◽

Technical Drawing ◽

Different Types ◽

Minimum Number ◽

The Subject ◽

Mapping Techniques

The proposed paper presents applications developed in 3D Studio MAX programme. These applications have frequent use in teaching technical drawing and they illustrate, by means of the mapping techniques developed and by the animation facilities of this programme, the methods for constructing and modelling different types of parts and their appropriate orthographic projections, being a helpfull tool for enabling the development of the spatial abilities of the students.Graphical representation of solids is very important in teaching technical drawing and the applications developed on this purpose combine the facilities of 3D Studio MAX program the rendering, mapping and animation techniques with the experience of the author in teaching graphical subjects. In the applications developed Multi/Sub-Object materials are defined and assigned to different surfaces of an object for illustrating and emphasizing the appropriate features of any type of part that is usually met in engineering. The increased realism of the scenes created in the above mentioned programme help students understand the shapes of solids and to corroborate the orthographic projections of parts with the three dimensional view of the parts considered.The applications presented help students increase their spatial abilities, by helping them understand the connection between the orthographic projections of a part - the minimum number of projections needed for defining the part, and the appropriate 3D/axonometric projection of the part. At the same time, the applications presented enable the explanations to be more attractive for the students, such as to increase their interest in the subject.

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The Effectiveness of the Use of Augmented Reality in Anatomy Education: A Systematic Review and Meta-Analysis

10.21203/rs.3.rs-154748/v1 ◽

2021 ◽

Author(s):

Kerem Bölek ◽

Anne-Marie Van Cappellen van Walsum ◽

Guido De Jong ◽

Dylan Henssen

Keyword(s):

Augmented Reality ◽

Teaching Methods ◽

Student Motivation ◽

Test Scores ◽

Meta Analysis ◽

Learning Outcome ◽

Spatial Abilities ◽

Assessment Tools ◽

Anatomy Education ◽

Significant Difference

Abstract The use of Augmented Reality (AR) in anatomical education has been promoted by numerous authors. Next to financial and ethical advantages, AR has been described to decrease cognitive load while increasing student motivation and engagement. Despite these advantages, the effects of AR on learning outcome varies in different studies and an overview and aggregated outcome on learning anatomy is lacking. Therefore, a meta-analysis on the effect of AR vs. traditional anatomical teaching methods on learning outcome was performed. Systematic database searches were conducted by two independent investigators using predefined inclusion and exclusion criteria. This yielded five papers for meta-analysis totaling 508 participants; 240 participants in the AR-groups and 268 participants in the control groups. (306 females/ 202 males). Meta-analysis showed no significant difference in anatomic test scores between the AR group and the control group (-0.765%; P=0.732). Sub analysis on the use of AR vs. the use of traditional 2D teaching methods showed a significant disadvantage when using AR (-5.685%; P=0.024). Meta-regression analysis showed no significant co-relation between mean difference in test results and spatial abilities (as assessed by the mental rotations test scores). Student motivation and/or engagement could not be included since studies used different assessment tools. This meta-analysis showed that insufficient evidence is present to conclude AR significantly impacts learning outcome and that outcomes are significantly impacted by students’ spatial abilities. However, only few papers were suitable for meta-analysis, indicating that there is a need for more well-designed, randomized-controlled trials on AR in anatomy education research.

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