Fostering Higher Order Thinking Skills in Engineering Drawing

Sharma, G. V. S. S.; Murugadoss, J. Raja; Rambabu, V.

doi:10.16920/jeet/2020/v34i1/148359

Cited by 7 publications

(7 citation statements)

References 17 publications

(17 reference statements)

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“…The students who found the application effective and useful reported that the AR application helped them easily visualize the model they were trying to draw. Moreover, interactive animations and virtual bodies are useful tools for spatial skills in engineering (Cohen & Hegarty, 2014;Sharma, Murugadoss & Rambabu, 2020). These findings are similar to those of Bujak et al's (2013) study, which suggests that the AR application creates a sense of reality and helps students visualize the model they are drawing.…”

Section: Discussionsupporting

confidence: 83%

The Effects of Augmented Reality in the Technical Drawing Course on Engineering Students' Spatial Ability and Academic Achievement

Akkuş

ARSLAN

2022

Journal of Learning and Teaching in Digital Age

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The purpose of this study is to investigate the effects of Augmented Reality (AR) intervention on students' spatial skills and academic achievement. The study was conducted in a freshman technical drawing course at Mechanical Engineering Department. An exploratory quasi-experimental method was used for the study. The study was conducted in two groups (Experiment-Control) as a quasiexperimental pre-post design. The pre-test results were used only to determine the control group and the experimental group. The research process was conducted within a four-week experimental period, including a one-week pilot study. The researchers and lecturers who are recognised experts prepared the instruments. The drawings of the experimental and control groups were evaluated using the evaluation criteria prepared by the two expert lecturers of the course. In the evaluation, two types of scores were given to the students, namely "Academic Achievement Score" and "Spatial Ability Score". Using ANOVA, the effects of AR intervention on students' spatial skills and academic performance were examined over three experimental periods. There was a significant main effect for both groups with a large effect size (η2=.253). However, it was found that there was no significant effect between the control group and the experimental group on spatial skills. However, it was found that there was a significant interaction effect providing the interaction between time and group on spatial abilities. In addition, no statistically significant difference was found between the academic performance of the experimental group and the control group and no significant difference was found in the weekly measurements of the groups. It was suggested that AR applications are very useful for students' spatial skills in technical drawing.

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Section: Discussionsupporting

confidence: 83%

The Effects of Augmented Reality in the Technical Drawing Course on Engineering Students' Spatial Ability and Academic Achievement

Akkuş

ARSLAN

2022

Journal of Learning and Teaching in Digital Age

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“…In addition, research also varies with HOTs including assessment [6], [7], [8], curriculum [9], media [10], and learning [11], [12]. The results of these studies confirm that HOTs need to be trained and owned by students [13], [14], [15].…”

Section: Introductionmentioning

confidence: 77%

Development Blended Web Mobile Learning Model on COVID-19 Pandemic

Prahanı¹,

Jatmiko²,

Hariadi³

et al. 2021

TEM Journal

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Education Design Research (EDR) focuses on producing a Blended Web Mobile Learning (BWML) to increase the students’ HOTs of senior high school. The BWML model in each phase is supported by using the MoLearn application (web and mobile version). The results indicate that the BWML model is proven to be valid, practical and effective in improving HOTs of senior high school students. Research implication such as: (1) The BWML model can be used as an alternative to digital-based learning, (2) The BWML model can be a reference for developing a hybrid learning model in COVID-19 pandemic, (3) The research result can be used as empirical data that web and mobile integration in learning has proven successful.

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“…Technical drawing courses consist of being creative with spatial visualization techniques. These are the techniques that can be mastered through practice (Sharma et al, 2020).…”

Section: Spatial Visualization and Online Machine Drawing Pedagogymentioning

confidence: 99%

“…A single drawing conveys volumes of information, which is difficult to convey in writing. Higher Order Thinking (HOT) skills can be addressed through spatial visualization skills and perspective drawings in the course work of engineering drawing (Sharma et al, 2020). Apart from spatial visualization, learning spaces and maker education constitute a new way to embrace a different view of future learning (Miller et al, 2008).…”

Section: Drawing Educationmentioning

confidence: 99%

“…Technical drawing courses consist of being creative with spatial visualization techniques. These are the techniques that can be mastered through practice (Sharma et al, 2020). Due to COVID-19 pandemic, it seems that the "present" has accelerated at an unprecedented pace into the "future" where the online presence in every walk of life is more common.…”

Section: Spatial Visualization and Online Machine Drawing Pedagogymentioning

confidence: 99%

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Online machine drawing pedagogy—A knowledge management perspective through maker education in theCOVID‐19 pandemic era

Sharma¹,

Prasad²,

Rambabu³

2021

Knowl Process Manag

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Drawing is a visual mode of communication. Teaching drawing requires one-to-one personal interaction among the tutor and the learner. The technical drawing is no exception, and it requires a considerable amount of imagination skills. On-line mode of pedagogy shall be occupying a substantial portion of the mode of delivery in teaching and learning during, as well as, after the coronavirus disease 2019 (COVID-19) pandemic era. This work focuses on the training and knowledge sharing of machine drawing skills through online mode, which is the requirement of the present era. A knowledge management perspective for machine drawing pedagogy is involved in this work. Challenges in the online pedagogy of machine drawing are deliberated through Ishikawa diagram and service Failure Modes and Effects Analysis. A maker education perspective of online machine drawing pedagogy is delineated. An approach toward knowledge workforce, knowledge transfer, and tacit knowledge is adopted for online teaching of machine drawing. Finally, conclusions are drawn in context of online pedagogy for a spatial visualization-based course like machine drawing.

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Fostering Higher Order Thinking Skills in Engineering Drawing

Cited by 7 publications

References 17 publications

The Effects of Augmented Reality in the Technical Drawing Course on Engineering Students' Spatial Ability and Academic Achievement

The Effects of Augmented Reality in the Technical Drawing Course on Engineering Students' Spatial Ability and Academic Achievement

Development Blended Web Mobile Learning Model on COVID-19 Pandemic

Online machine drawing pedagogy—A knowledge management perspective through maker education in theCOVID‐19 pandemic era

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