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.
This paper presents the results of a pilot study designed to evaluate the feasibility of launching a fast remedial course based on 3D CAD modeling for improving spatial abilities of engineering students. The study was carried out with civil engineering students at the University of La Laguna (Spain) during the 2006–2007 academic year. The main requirements in the design of the course were: short and intensive (12 hours worth of work during 3 weeks), attractive for the students, and use of free 3D CAD modeling software. The chosen software was Google SketchUp. Exercises based on practice with this modeling tool had a measurable and positive impact on students' spatial ability, measured by both MRT and DAT:SR tests. The results are then compared to our previous studies at La Laguna University based on classic pencil and paper exercises, multimedia Web‐based applications, and exercises using a sketch‐based modeling application.
We analyze the importance of visualization skills in engineering education, proposing a dual approach, based on computer graphics applications using both Web-based graphic applications and a sketch based modeling system, to improve these capabilities. AbstractWe analyze the importance of visualization skills in engineering education, proposing a dual approach based on computer graphics applications using both Web-based graphic applications and a sketch based modeling system to improve these capabilities.With the aim of addressing acquisition of spatial reasoning, we first analyze 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. Then we review some Web resources conceived specially to help students to improve their spatial abilities and present two educational applications, eREFER and eCIGRO, designed with two main objectives: drawing student's attention and fostering two important skills for the future engineers: freehand sketching and understanding the relationship between orthographic and axonometric views. Finally we present a pilot study carried out at La Laguna University using these tools, ending with some conclusions KeywordsSpatial reasoning, engineering education, sketch based modeling.Data graphics are usually the best method for analyzing and communicating quantitative information 1 . But, like any means of communication it can deceive if not used correctly 2 . Hence, visualization skills are required to be able to make and read good-quality graphics. Engineers need general-purpose data graphics, like other groups such as scientists and economists. However, their requirements go far beyond general data graphics up to engineering graphics, which focus on geometrical design, i.e. fixing the geometry that satisfies all the design specifications and communicating it to others. This is currently done through the so-called "design-by-drawing" method, which is currently supported by the body of knowledge known as descriptive geometry and a well-defined set of drawing standards. Commercial 2D CAD applications provide electronic support for it. Nevertheless, since the end of the 80's, 3D CAD applications opened the door to a new "design-by-virtual models" paradigm that is progressively replacing design-by-drawing.Apprenticeship of engineering graphics is a crucial task in both, design-by-drawing and design-by-virtual models approaches, and it is as complex as all languages. For instance, it includes learning non-formalized rules, like the "simplicity criterion" sometimes expressed in the following terms: "the geometrical shape represented is the simplest one among all those whose projection matches the drawing". Furthermore, non-geometrical and a priori conventions (like graphical semantics and visual stimuli described in Gestalt rules) are implicitly integrated in technical drawings, as they are in all graphical communication 2 . In addition, explicit conventions (standards) have to be ...
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