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In this paper is investigated the possibility of Augmented Reality (AR) technologies contextualizing in teaching methods for “Descriptive Geometry” (DG) student course. The aim of the investigation was the study of the current state of knowledge and practice in the field of DG students teaching with the help of AR-technologies, and identification of key issues affecting the adoption by users (teachers and students) of AR-technologies as a modern educational tool in the. Conducted an analysis of existing researches in the field of modern educational tool in the field of DG. Has been carried out the analysis of current investigations in the field of DG students teaching based on AR-technology. The key problems affecting the adoption by users of AR-technologies as an educational tool in the field of DG have been determined. Existing methods of DG students teaching using AR-technologies in St. Petersburg Mining University are gradually completed and updated. The work results showed that students have a positive perception of educational classes on DG course based on AR-technologies. Students successfully solve DG problems using AR-technology based on Vuforia platform; create 3-D models of geometric entities in SketchUp, and labels for camera fixing based on AutoCAD. When creating the software, the compiled C ++ programming language is used, based on which scripts (markers) are written that lift 3-D models of objects to given planes. The study results will be useful for developers of AR-platforms, AR-applications in the field of DG students training. They will allow avoid projects that may cause problems with the convenience of AR-applications using, what, in turn, will lead to the rejection of users from the introduction of this technology when getting students education in DG.
In this paper is investigated the possibility of Augmented Reality (AR) technologies contextualizing in teaching methods for “Descriptive Geometry” (DG) student course. The aim of the investigation was the study of the current state of knowledge and practice in the field of DG students teaching with the help of AR-technologies, and identification of key issues affecting the adoption by users (teachers and students) of AR-technologies as a modern educational tool in the. Conducted an analysis of existing researches in the field of modern educational tool in the field of DG. Has been carried out the analysis of current investigations in the field of DG students teaching based on AR-technology. The key problems affecting the adoption by users of AR-technologies as an educational tool in the field of DG have been determined. Existing methods of DG students teaching using AR-technologies in St. Petersburg Mining University are gradually completed and updated. The work results showed that students have a positive perception of educational classes on DG course based on AR-technologies. Students successfully solve DG problems using AR-technology based on Vuforia platform; create 3-D models of geometric entities in SketchUp, and labels for camera fixing based on AutoCAD. When creating the software, the compiled C ++ programming language is used, based on which scripts (markers) are written that lift 3-D models of objects to given planes. The study results will be useful for developers of AR-platforms, AR-applications in the field of DG students training. They will allow avoid projects that may cause problems with the convenience of AR-applications using, what, in turn, will lead to the rejection of users from the introduction of this technology when getting students education in DG.
In this paper it is noted that a characteristic and most important feature of domestic education is close interaction of teacher and student, mentoring, the dominant formula: first love, and then teach. It is feared that the teacher-student personal interaction is lost with the introduction of a graduated training system, dominance of all kinds of testing, and development of distance education technologies. At the same time it is noted, that distance education technologies are good for distance learning and self-training, however, they do not contribute to the training of basic, elite specialists. The noted factors give no way to pay due attention to the training of talented students-intellectuals. They are nervous about the popular belief that vast arrays of high intelligence are merely useless for today's society and economy. The results of work in the distance learning conditions at the BSTU "VOENMEKH" chair for graphic training of future specialists in the defense industry’s area are analyzed in this paper. It contains also information on adjustments for the educational process, communication features, and evaluation criteria. The conclusion has been drawn that significant difficulties and contingent losses are associated with the loss of possibility for close teacher-student personal interaction that has not allowed the teacher to show proper love for the student. The assumption that the most of students are unbred to effective independent work was confirmed. The best adapted to this situation were those former scholars who were taught in an environment that allows them to receive electives of engineering profile or special courses. The percentage of students who has not started the distance education or has not coped with it is about 35%, which significantly exceeds the losses of previous years for the same period. At the same time it is noted that past losses were actually determined from the very beginning of training. The current losses have an onset coinciding with the pandemic onset. These data confirm doubts about students' commitment to distance learning.
This study’s relevance is determined by the absence of serious research, science-based, tested and verified programs and training materials related to the use of Augmented Reality (AR) technologies when getting students education in Engineering and Computer Graphics (ECG). The study’s aim was the introduction of AR-technologies in the project activities of first-year students. The study was conducted on the base of St. Petersburg Mining University. 48 first-year students of the Civil Engineering Faculty, pursuing a specialist's degree in “Construction of Unique Buildings and Structures”, participated in the project activity. The students' project activities results showed that at present, AR-technologies have gained popularity not only among designers and planners, but also among schoolteachers, as well as among lecturers and students of technical universities. A student team of St. Petersburg Mining University solved the design problem using AR-technology and created an informational 3-D model of the building structure. The existing methods related to students training have been completed and updated with the method of graphical presentation for the students' project activities results with the help of AR-technologies. As a result of the students’ project activities study, has been revealed the thoroughly obvious need for teaching a new generation of students to use AR-technologies. The aim is implementation of AR-technologies by students in the perspective, with continuous and subsequent self-education, as well as teaching future designers of rational use of AR-technologies to solve educational and practical problems, including areas of engineering and computer graphics. The study had showed that currently there is not enough of scientifically based learning materials for the organization of students' project activities using AR-technologies. Has been revealed the need for further scientific research in the field of AR-technologies implementation in the students’ project activities within the framework of ECG academic discipline. The paper materials can be useful for lecturers of all levels.
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