The purpose of the study was to explore the effects of augmented reality (AR) in an introductory engineering graphics course. The study specifically examined the potential for AR to affect the spatial visualization ability of students and influence student motivation. This study included 50 students from an introductory engineering graphics course at a large southeastern US public university. The AR intervention consisted of six weekly sessions in which students were required to complete an assignment with the assistance of AR. Two quantitative measurements were employed to measure the results of the implementation. The Purdue Spatial Visualization Test: Rotations (PSVT-R) was used to measure spatial visualization ability, and the Motivated Strategies for Learning Questionnaire (MSLQ) was used to measure student motivation. Both instruments used a pre-and post-test format and were analyzed with paired t-tests. The results of the PSVT-R (p < .01) showed a significant difference between the pre-and post-test scores; however, this could not be solely attributed to the implementation of AR. The results of the overall MSLQ (p = 0.57) showed no significant difference between pre-and post-test scores.
The fields of augmented reality (AR) and virtual reality (VR) have seen massive growth in recent years. Numerous degree programs have started to redesign their curricula to meet the high market demand for people qualified to fill related job positions. In this paper, the authors perform a content analysis of online job postings hosted on Indeed.com and provide a skill classification framework for AR/VR job positions. Furthermore, they present a ranking of the relevant skills for such positions. The paper contributes to the extant literature on curriculum design in degree programs by presenting the popular skills in the AR/VR domain.
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