scholarly journals The CAD 3D course improves students’ spatial skills in the technology and design education

2019 ◽  
Vol 7 (1) ◽  
pp. 26-37 ◽  
Author(s):  
Katona János ◽  
Nagy Kem Gyula
Keyword(s):  
Problem Solving ◽  
Spatial Ability ◽  
3D Modeling ◽  
Design Education ◽  
Engineering Students ◽  
First Grade ◽  
Spatial Skills ◽  
Spatial Intelligence ◽  
Computer Aided ◽  
Design Objects

Abstract The nature of 3D ability is deeply considered, but little is known about students’ learning and understandings of technology and about the meaning to become more technologically capable. We considered the spatial intelligence of first-grade engineering students, how much that improved to the effect of 18 times 45 minutes course of computer-aided 3D modeling. We consider the success of our 3D course in spatial intelligence. According to the result of the tests, one-third of the engineer candidates has good spatial intelligence. We introduce some useful problems in 3D education; the presented problems help the students in learning how to solve technology problems, and how to design objects. We offer the intellectual pleasure of problem solving through 3D problems. Our CAD course excellently improves the spatial skills of the middle third of the students. Computer-aided 3D modeling also bridges the gap for students with worse spatial ability. Dealing with students in a more differentiated way about CAD modeling would be advisable.

scholarly journals Development of spatial ability extra tasks (SAET): problem solving with spatial intelligence

2022 ◽  
Author(s):  
Rita Nagy-Kondor ◽  
Saeed Esmailnia
Keyword(s):  
Spatial Ability ◽  
Structural Equation ◽  
Engineering Students ◽  
Spatial Abilities ◽  
Equation Modeling ◽  
First Year ◽  
Curved Surfaces ◽  
Spatial Skills ◽  
Spatial Intelligence ◽  
And Mathematics

AbstractSpatial ability contributes to performance in science, technology, engineering and mathematics (STEM). Spatial skills and creativity are required for engineering studies. Low spatial abilities can lead to the dropout of students’ university studies. In this study the Spatial Ability Extra Tasks (SAET) was developed to evaluate engineering students’ complex spatial abilities. A total of 93 first-year engineering students from University of Debrecen Faculty of Engineering and Sharif University of Technology in Tehran participated, with regard to final mathematical exam and their gender, participated in the study. SAET measures parts of spatial abilities: mental cutting and mental rotation and creativity. Analysis of the findings suggested that SAET is valid and reliable. The separate tests results have been statistically evaluated and conclusions were formulated. We used Structural Equation Modeling analysis. We separate two types of tasks by SAET which are Polyhedron part and Curved Surface part. According to obtained data, accomplished the results: students of University of Debrecen are more successful at Curved Surfaces. In addition students of Sharif University are more successful at Polyhedrons. The square cross section was found by most student in both countries in Polyhedrons. It is remarkable that first-year engineering students of Tehran are more successful at Polyhedrons by pentagon, hexagon and parallelogram solution; and students of Debrecen are more successful by square and rectangle solution. Students of Debrecen are more successful at Curved Surfaces to find circle solution of cylinder, cone and sphere; students of Tehran are more successful by finding parabola solution of cone.

Training of Spatial Ability on Engineering Students Through a Remedial Course Based on Augmented Reality

2012 ◽  
Author(s):  
Jorge Martín-Gutiérrez ◽  
Cristina Roca González ◽  
Melchor García Domínguez
Keyword(s):  
Augmented Reality ◽  
Spatial Ability ◽  
Visual Information ◽  
Engineering Students ◽  
Statistical Significance ◽  
Control Group ◽  
Spatial Skills ◽  
Specific Training ◽  
Before And After ◽  
Spanish Universities

This paper presents the results of a study designed to evaluate the effect of attending an intensive remedial course based on desktop augmented reality exercises to improve the spatial ability of freshman engineering students. Many of these students have problems in managing visual information or in creating mental models of objects represented by their orthographic projections. The study reports about research on comparison tests about the spatial skills of engineering students from two Spanish universities before and after performing a specific training for improving these abilities. The training was completed by 66 students as participants, considering a control group composed of 25 students from both universities. Results show that students from both universities improve their spatial ability and there is no statistical significance between students from both universities, neither before nor after training, so we may conclude that training’s effect on both universities is analogue.

Improving students’ freehand sketching skills in mechanical engineering curriculum

2017 ◽  
Vol 46 (3) ◽  
pp. 274-286 ◽  
Author(s):  
Jacek Uziak ◽  
Ning Fang
Keyword(s):  
Problem Solving ◽  
Engineering Design ◽  
Current Literature ◽  
Mechanical Engineering ◽  
Engineering Students ◽  
Critical Role ◽  
Engineering Curriculum ◽  
Communication Tool ◽  
Modern Engineering ◽  
Computer Aided

Freehand sketching is a fundamental skill in mechanical engineering and many other engineering disciplines. It not only serves as a communication tool among engineers, but plays a critical role in engineering design and problem solving. However, as computer-aided drafting has replaced traditional drawing classes nowadays, the training of students’ freehand sketching skills has been almost completely eliminated in modern engineering curricula. This paper describes the attributes of freehand sketching and its roles in several essential aspects of engineering; in particular, in its roles in problem solving, of which current literature has ignored. Representative examples are provided to show students’ freehand sketching skills in problem solving in a foundational undergraduate mechanical engineering course. Pedagogical suggestions are made on how to teach freehand sketching to engineering students.

scholarly journals International Comparative Pilot Study of Spatial Skill Development in Engineering Students through Autonomous Augmented Reality-Based Training

Symmetry ◽  
2020 ◽  
Vol 12 (9) ◽  
pp. 1401
Author(s):  
Hugo César Gómez-Tone ◽  
Jorge Martin-Gutierrez ◽  
Lili Valencia Anci ◽  
Carlos E. Mora Luis
Keyword(s):  
Spatial Ability ◽  
Engineering Students ◽  
Study Groups ◽  
First Year ◽  
Spatial Skills ◽  
Representational System ◽  
Skill Sets ◽  
Spatial Skill ◽  
Significant Difference ◽  
International Comparative

Spatial ability is made up of several sub-components, such as the ability to perform mental rotation and object-based transformations. Together with each individual’s attitudes and general skill sets, this specific ability plays an important role in technical professions such as engineering. The components of spatial ability can be enhanced using targeted training or educational programs. This study analyses the levels of spatial skills in first-year engineering students at two universities, one in Spain and one in Peru. The purpose of the study is to establish the extent of symmetry between these study groups in terms of their spatial skills. Initial comparisons indicate that the Peruvian students have a lower level of spatial skill prior to training than their Spanish cohorts. AR-based training delivering representational system content was used with engineering students at both universities to boost spatial abilities. The results obtained indicate the training was effective, as both experimental groups made significant gains in their level of spatial ability. No difference was detected in either experimental group for the variable gender. The comparison of spatial ability gains between both countries is similar, although there is significant difference in the spatial ability component spatial visualization. In this instance, gains in this component were higher amongst the student population in Peru.

scholarly journals A Comparison between the Spatial Intelligence of the Freshman Engineering Students of Sharif University of Technology and Debrecen University

2021 ◽  
Author(s):  
Rita Nagy-Kondor ◽  
Saeed Esmailnia
Keyword(s):  
Problem Solving ◽  
Mental Rotation ◽  
Engineering Students ◽  
Spatial Abilities ◽  
Test Results ◽  
Spatial Intelligence ◽  
University Of Technology ◽  
Significant Difference ◽  
Purdue Spatial Visualization Test ◽  
Shed Light

The goal of this paper is to compare freshman engineering students' spatial abilities (Spatial Intelligence) at two universities: Sharif University in Tehran and Debrecen University of Hungary, focusing on both their final mathematical exam performance and their gender so as to ascertain whether the students differ significantly in terms of their spatial abilities and/or their problem solving methods. The tests used to measure spatial intelligence performance and mental rotation was the Purdue Spatial Visualization Test (PSVT Branoff). The test results have been statistically evaluated and conclusions formulated. The results show that there was no significant difference between Iranian and Hungarian freshman engineering students in the performance of mental rotation tasks. However, a general gender difference in spatial ability performance was evident among the Hungarian students but not among the Iranians. The results also shed light on spatial rotation problem-solving methods that appear to be largely specific to females.

Visualization, Intuition, and Mathematics Metrics as Predictors of Undergraduate Engineering Design Performance

2007 ◽  
Vol 129 (7) ◽  
pp. 735-743 ◽  
Author(s):  
Bruce W. Field
Keyword(s):  
Problem Solving ◽  
Engineering Design ◽  
Engineering Students ◽  
Right Hemisphere ◽  
Correlation Coefficients ◽  
Spatial Skills ◽  
Undergraduate Engineering ◽  
Spatial Skill ◽  
Highly Correlated ◽  
Willingness To Use

Many undergraduate engineering students perform relatively poorly in design courses, even though they are otherwise academically very strong. Some average students perform exceptionally well in design courses. While there are generally strong correlations between the results that each student gains at university, the design outcomes seem somewhat anomalous. It is hypothesized that some of the variation in relative success at design courses is due to the influence of otherwise unused and unmeasured nonacademic attributes. One clue to the existence of additional attributes exploited in design courses arises from an appreciation of “hemispheric preference,” since many of the special tasks in design projects rely on creativity, holistic problem solving, visualization, and intuition; skills normally associated with the brain’s right hemisphere. Students in the second year of the engineering program at Monash University were tested for spatial skill, and completed a management survey that identified their willingness to use intuition during problem solving. Separately, their grades in a series of mathematics and computing courses were obtained, and the set of results was grouped in a multiple regression against their engineering design grades. Whereas the correlation coefficients for the students’ paired grades in several mathematics and other analytical courses were all high, the correlation coefficient between mathematics and their grade in engineering design was weak, but significant. However, when measures of their spatial skills and their willingness to use intuition were factored with their mathematics grade, the composite score was highly correlated with a student’s design grade. It was concluded that while general academic competence was of prime importance, a student’s spatial skill and their comfort in making assumptions were important factors in predicting their design grade.

scholarly journals APPLICATION OF KNOWLEDGE-BASED ENGINEERING FOR TEACHING DESIGN KNOWLEDGE TO DESIGN STUDENTS

2020 ◽  
Vol 1 ◽  
pp. 1795-1804
Author(s):  
S. Plappert ◽  
L. Hoppe ◽  
P. C. Gembarski ◽  
R. Lachmayer
Keyword(s):  
Computer Aided Design ◽  
Design Education ◽  
Engineering Students ◽  
Intelligent Tutoring System ◽  
Engineering System ◽  
Knowledge Based ◽  
Computer Aided ◽  
Design Students ◽  
Knowledge Based Engineering ◽  
Aided Design

AbstractFor an optimal preparation of mechanical engineering students for their future work life, the use of problem-based methods in design teaching is investigated. Therefore an intelligent tutoring system for computer aided design education will be developed, which can automatically evaluate computer aided design models of design students. A knowledge-based engineering system will be used to assistance the design students in the execution of design tasks. Using a practice-oriented example, the application and the advantages for teaching will be verified and discussed.

First-Year Engineering Computing Courses in Canadian Engineering Programs

1969 ◽  
Author(s):  
Sean Maw ◽  
Janice Miller Young ◽  
Alexis Morris
Keyword(s):  
Problem Solving ◽  
Engineering Students ◽  
Expected Value ◽  
Knowledge Development ◽  
First Year ◽  
Recent Past ◽  
Engineering Programs ◽  
Digital Computation ◽  
Pedagogical Philosophies ◽  
Introductory Computing

Most Canadian engineering students take a computing course in their first year that introduces them to digital computation. The Canadian Engineering Accreditation Board does not specify the language(s) that can or should be used for instruction. As a result, a variety of languages are used across Canada. This study examines which languages are used in degree-granting institutions, currently and in the recent past. It also examines why institutions have chosen the languages that they currently use. In addition to the language used in instruction, the types and hours of instruction are also analyzed. Methods of instruction and evaluation are compared, as well as the pedagogical philosophies of the different programs with respect to introductory computing. Finally, a comparison of the expected value of this course to graduates is also presented. We found a more diverse landscape for introductory computing courses than anticipated, in most respects. The guiding ethos at most institutions is skill and knowledge development, especially around problem solving in an engineering context. The methods to achieve this are quite varied, and so are the languages employed in such courses. Most programs currently use C/C++, Matlab, VB and/or Python.

Sign in / Sign up

Export Citation Format

Share Document