Incorporation of 3D ICT elements into class

Abstract

The fact that there are relatively few job prospects has caused a decline in the vocational profile of students in engineering, while they demand more dynamic and attractive classes. Moreover, the difficulty of the concepts to be transmitted, together with the lack of good spatial visualization abilities of students, makes technical drawing a difficult subject to understand. The present study set out to investigate emerging trends in ICT to find a way to present and manipulate information in class that would serve as both a stimulating element and a tool for performing complex operations, thus improving the teaching methodology of the classes and enhancing students’ motivation. We present the results of an experimental study of the introduction of 3D augmented reality models for practical classes in technical drawing. Several measures are collected for the monitoring of the course by students, and for their motivation, according to the ARCS method. The results indicate a good response to the elements incorporated into first year classes of a university course in Graphic Expression in Engineering. In particular, the experimental group displayed a higher level of motivation, an increased attendance to practical classes, a higher rate of practical work delivered, and a lower percentage of dropouts. © 2017 Wiley Periodicals, Inc. Comput Appl Eng Educ 25:542–549, 2017; View this article online at http://www.wileyonlinelibrary.com/journal/cae; DOI

Augmented reality learning environment to aid engineering students in performing practical laboratory experiments in electronics engineering

“…Some factors to be considered include learner training to use and model AR, visualisation, creative content, increased level of perception with students involvement, training of the developers regarding the technical concepts, readiness to update or create new content within the existing app (customizability) (Nesterov et al, 2017;Henderson & Feiner, 2007). Other factors considered while developing AR engineering education include perceived usefulness (Alvarez et al, 2017), satisfaction (Contero et al, 2012), usability (Cubillo et al, 2012), motivation (Cheng et al, 2018), enjoyment (Matcha & Rambli, 2012), technology acceptance (Ibáñez et al, 2016;Alvarez-Marin & Velazquez-Iturbide, 2022). The designers need to identify the methods to incorporate functional features of perceptual association through integrating virtual objects to achieve digital elements that interact with the real environment more naturally (Alvarez-Marin & Velazquez-Iturbide, 2022).…”

Critical analysis of the use of extended reality XR for training in civil engineering

“…User interviews and questionnaires were used to evaluate XR activities or compare two groups, one that received information through XR applications and another that received information in a conventional manner. The first group always performed better in the areas of memory, understanding, and application [9, 33, 94]. It should be noted that the articles presented more than one form of evaluation in the experience.…”

“…Some of these focus on the education and preparation of students before their actual visits to construction sites through immersive scenarios in which they are presented with contexts, dynamics, risk situations, and safety assessments for identifying hazards so that the students become familiar with the environment and learn to move within the construction site while being in a safe environment. Some applications are supported by photogrammetry of the site, which provides a more realistic experience [9,11,30,48,68,71,87,[96][97][98]. In the work context, immersive applications have been developed based on the flow of information to professionals working in mines to improve their skills [37].…”

Architectural Graphics Research: Topics and Trends through Cluster and Map Network Analyses

“…Regarding education (see Table 4), issues related to digital benefits have been explored, such as 3D modeling in universities [53], the possibilities that virtual environments offer to architecture and engineering students [54], the use of augmented reality [3,55,56], smartphones [57] and innovation of teaching methods for learning the cadaster and remote sensing [58]. Didactic innovations have also been provided, such as the inclusion of active methodologies in descriptive geometry to promote critical thinking [59] and the introduction of collaborative modeling environments for project management demanded by Industry 4.0 [60].…”