Comparing two types of engineering visualizations: Task-related manipulations matter

Cölln, Martin C.; Kusch, Kerstin; Helmert, Jens R.; Kohler, Peter J.; Velichkovsky, Boris M.; Pannasch, Sebastian

doi:10.1016/j.apergo.2011.03.005

Cited by 14 publications

(7 citation statements)

References 32 publications

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“…Cölln's paper on visual perception found that performance was improved when manipulating threedimensional CAD vs. static three-dimensional CAD or two-dimensional engineering drawings [13]. This result supports the hypothesis that simulation based learning using interactive three-dimensional models will improve visualization performance.…”

Section: Development Of the Mcmaster Engineeringsupporting

confidence: 56%

Visualization Performance Through Simulation Based Learning

Doyle

Musson

Booth

2012

PCEEA

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The skill of visualization is fundamental to the teaching and learning of engineering design and graphics. Implicit in any skill is the ability to improve with training and practice. This study examines visualization performance using three teaching modalities of a Freshmen Design and Graphics course: 1) Traditional, 2) Project based Dissection, and 3) Simulation based Design. The first and second modalities focused assessment on the part/assembly form, whereas the third modality transitioned the outcome expectations to understanding and function of mechanism design. A shift of focus from Traditional (Form) to Simulation (Function) was expected to positively effect visualization performance. Analogously, medical education and practice also require visualization and high-fidelity simulation has provided numerous positive outcomes for the practice of medicine. Comparison of a random population of 375 from each year indicated a decline in the average visualization scores. Further analysis revealed that highest 100 and 250 exam score populations show improvement in average scores with consistent variance. This paper will examine simulation based learning in medicine and engineering, present our findings on the comparison between teaching modalities, and discuss the reasons for the unexpected bifurcation of results.

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Section: Development Of the Mcmaster Engineeringsupporting

confidence: 56%

Visualization Performance Through Simulation Based Learning

Doyle

Musson

Booth

2012

PCEEA

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“…Digital prototyping involves the use of computer-aided design (CAD), computer-automated design (CAutoD) and computer-aided engineering (CAE) software to create, modify and analyze digital models. Some of the benefits that digital prototyping tools have over physical model making include increased productivity, increased design quality and simulation possibilities (e.g., see Colln et al, 2012;Islamoglu & Deger, 2015;Negendahl, 2015). Design research has mainly analyzed the impact of digital prototypes on design processes and design outcomes.…”

Section: Build-and-test In Design Researchmentioning

confidence: 99%

Virtual Reality design-build-test games with physics simulation: opportunities for researching design cognition

Neroni

Oti

Crilly

2021

International Journal of Design Creativity and Innovation

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Increasing the range of methods available for researching design cognition provides new opportunities for studying the phenomena of interest. Here we propose an approach for observing design activities, using Virtual Reality (VR) design-build-test games with built-in physics simulation. To illustrate this, we report on two exploratory design workshops where two groups of participants worked to solve a technical design problem using such a platform. Participants were asked to sketch ideas to solve the problem, and then to design, test and iterate some of their developed design concepts in a VR game. Researchers were able to obtain continuous and multifaceted recordings of participants' behavior during the various design activities. This included on-screen design activities, verbal utterances, physical gestures, digital models of design outputs, and records of the test outcomes. Our experiences with the workshops are discussed with respect to the opportunities that similar VR game platforms offer for design cognition research, both in general and specifically in terms of ideation, prototyping, problem reframing, intrinsic motivation and demonstrated vulnerability. VR game platforms not only offer a valuable addition to existing research options, but additionally offer a basis for developing training interventions in design education and practice.

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“…These applications appear to be highly effective (Israel, Wiese, Mateescu, Zöllner, & Stark, ). In addition to increasing understanding of how size and shape are presented, the depth and spatial vector representations of CAD create more realistic representations for users (Cölln et al ., ; Wexler & Van Boxtel, ). Additionally, the interactive manoeuvrability of CAD offers authentic spatial and 3D messages that reinforce users' perceptions (Cölln et al ., ).…”

Section: Study Background and Motivesmentioning

confidence: 99%

3D‐CAD effects on creative design performance of different spatial abilities students

Chang

2014

Computer Assisted Learning

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Students' creativity is an important focus globally and is interrelated with students' spatial abilities. Additionally, three-dimensional computer-assisted drawing (3D-CAD) overcomes barriers to spatial expression during the creative design process. Does 3D-CAD affect students' creative abilities? The purpose of this study was to explore the auxiliary effects of 3D-CAD applications on students' creative design capabilities and on students with different spatial abilities. A total of 349 students from a public senior high school in Taoyuan County, Taiwan, participated in the study. The study used a non-equivalent pretest and post-test quasi-experimental design. The key results from the study include the following: (1) students' spatial abilities were moderately correlated with their creative performance, especially their functional creativity; (2) the 3D-CAD applications enhanced students' creative performance, particularly with regard to aesthetics; and (3) in 3D-CAD applications, students with better spatial abilities were superior to those with relatively poor spatial abilities with regard to creative performance. Additionally, the effect sizes of novelty and aesthetics were stronger than that of functionality.

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Comparing two types of engineering visualizations: Task-related manipulations matter

Cited by 14 publications

References 32 publications

Visualization Performance Through Simulation Based Learning

Visualization Performance Through Simulation Based Learning

Virtual Reality design-build-test games with physics simulation: opportunities for researching design cognition

3D‐CAD effects on creative design performance of different spatial abilities students

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