International Comparative Pilot Study of Spatial Skill Development in Engineering Students through Autonomous Augmented Reality-Based Training

Abstract

Spatial ability is made up of several sub-components, such as the ability to perform mental rotation and object-based transformations. Together with each individual’s attitudes and general skill sets, this specific ability plays an important role in technical professions such as engineering. The components of spatial ability can be enhanced using targeted training or educational programs. This study analyses the levels of spatial skills in first-year engineering students at two universities, one in Spain and one in Peru. The purpose of the study is to establish the extent of symmetry between these study groups in terms of their spatial skills. Initial comparisons indicate that the Peruvian students have a lower level of spatial skill prior to training than their Spanish cohorts. AR-based training delivering representational system content was used with engineering students at both universities to boost spatial abilities. The results obtained indicate the training was effective, as both experimental groups made significant gains in their level of spatial ability. No difference was detected in either experimental group for the variable gender. The comparison of spatial ability gains between both countries is similar, although there is significant difference in the spatial ability component spatial visualization. In this instance, gains in this component were higher amongst the student population in Peru.

Spatial Skills and Perceptions of Space: Representing 2D Drawings as 3D Drawings inside Immersive Virtual Reality

“…Further research has demonstrated effective training methods to improve spatial skills in real open environments [30,31]. However, given the rise of emerging technologies such as virtual reality, an increasing body of research is seeking to develop spatial skills in virtual worlds [32,33], in immersive and interactive environments [34], and in virtual navigation experiences [35][36][37].…”

Systematic Review of the Development of Spatial Intelligence through Augmented Reality in STEM Knowledge Areas

“…Gómez-Tone et al [47], points out that tangible interactions with objects in AR is an added learning value that contributes to improve the understanding of the concept of space. Very similar results have been obtained in the research developed by Bogomolova et al [45] on an application of three-dimensional stereoscopic anatomical models, highlighting the advantages of AR to enhance collaborative and proactive learning.…”

“…The results of the review also indicate that AR can improve students' motivation, interest and positive attitude towards learning (6 out of 17). These factors have a direct relationship in improving students' academic performance, and in learning both basic and abstract concepts [4,40,43,44,47].…”

“…The limitation most reiterated by researchers highlights the scarcity of augmented learning materials available (6 out of 17). In their experience in graphic expression, Gómez-Tone et al [47] warned that problems may arise when students request more AR learning materials to support the content. However, the lack of resources and the design of augmented materials through SDKs requires a great deal of effort and is geared towards teachers with knowledge in programming and computer-aided design.…”

Implementation of the Heinrich Spatial Visualization Test in a Virtual Environment

“…As these tests were developed long ago, their original versions exist on paper, however virtual reality (VR) variants were created of them throughout the years, with the only exception being the HSVT [9][10][11][12][13]. Since -according to the literature -, when users are immersed inside a virtual environment (VE), their learning as well as their spatial skills can be enhanced by stimulating cognitive functions [14,15].…”