Makerspace teaching-learning environment to enhance creative competence in engineering students

Saorín, José Luis; Melian-Díaz, Dámari; Bonnet, Alejandro; Carrera, Carlos Carbonell; Meier, Cécile; Cantero, Jorge de la Torre

doi:10.1016/j.tsc.2017.01.004

Cited by 98 publications

(82 citation statements)

References 13 publications

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“…The results of the Creativity Post-Test Score were 112.7 with an improvement of 27.3 points. Also, in the University of La Laguna, an activity was carried out (Saorín et al, 2017) with 44 first year engineering students, in which the participants worked with applications of design and edition of meshes and 3D printers. Participants scored 139.2 in the Creativity Test Score post-test.…”

Section: Discussionmentioning

confidence: 99%

“…It is necessary, therefore, to incorporate and stimulate creativity in the training of engineers, through activities, strategies and teaching methodologies that can develop this skill, to respond to a society that demands creative skills profiles to meet the challenges of a constantly changing world (Saorín et al, 2015;Saorín et al, 2017). Scott et al, (2004) concluded that training programs that included activities focused on creativity were successful.…”

Section: Competential Frameworkmentioning

confidence: 99%

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3D Creative Teaching-Learning Strategy in Surveying Engineering Education

Carrera

Saorín

Melian

et al. 2017

EURASIA J MATH SCI T

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For the acquisition of spatial reasoning, content is learned more quickly by means of the use of 3D objects. In the field of surveying engineering education, research has been carried out to promote the ability to interpret relief using 3D terrain representations with positive results, in which the instructor provided these 3D-models to the student. In the present research a change is proposed in the teaching-learning strategy in which the student ceases to be a passive subject who is asked to exercise with a 3D-model to adopt a creative role, since the student creates the object of learning using 3D tools. Under this approach can be measured also the impact of this strategy on creative competence. Results of 2 workshops performed with 115 engineering studies shows that this strategy help them to interpret the relief, and their creativity is improved in 36 points measured with the Abreaction Test of Creativity.

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Section: Discussionmentioning

confidence: 99%

Section: Competential Frameworkmentioning

confidence: 99%

3D Creative Teaching-Learning Strategy in Surveying Engineering Education

Carrera

Saorín

Melian

et al. 2017

EURASIA J MATH SCI T

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“…The research presented in [28] showed the manner in which digital fabrication techniques were used wherein ideas that are converted into digital designs using 3D software and 3D printers present a great opportunity to develop creativity. This is reflected in the fact that the participants' creative competence increased by 24.04 points in the Abreaction Test of Creativity.…”

Section: Introductionmentioning

confidence: 99%

Immersive virtual reality to enforce teaching in engineering education

Halabi

2019

Multimed Tools Appl

108

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Prior studies on the use of digital prototyping and virtual reality (VR) in designing as well as evaluating new products have shown that VR reduces both development time and costs whilst augmenting student motivation and creativity. The current study demonstrates that VR and 3D prototyping in the context of project-based learning (PBL) promote effective communication, increase problem solving skills, and enhance learning outcomes. VR and digital prototyping have been extensively used in industries for the purpose of product design and usability evaluation. In the context of engineering education, many research studies have attempted to explore the effect of VR on teamwork, engagement, retention, and motivation. In this paper, VR is used in conjunction with PBL in self-directed approach to design and implement a product using 3D software whilst also using virtual reality immersive CAVE display to evaluate their design. The hypothesis is that the use of VR with a project-based-learning approach to facilitate the attainment of desirable goals in the engineering design project, improved achievement of course learning outcomes and promoted effective communication. According to the research findings, VR approach significantly affected the distribution of cumulative project grades. Students' project grades improved, particularly the implementation component. In addition, the course outcomes related to project design were better achieved in VR approach. The communication and problem-solving skills were improved in the VR approach as compared to traditional approach.

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“…Finally, the abreaction test for evaluating creativity (TAEC) [81] is a graphic-inductive test of figure compression; that is, to do it you have to make drawings. It has been used in several recent research articles with the aim of teaching engineering [24,25,60,[82][83][84][85][86]. That is one of the tests that is most used; it is focused on graphic creativity and students do it through drawings.…”

Section: Creativity Measurementmentioning

confidence: 99%

“…Saorin et al [25] (p. 188) claimed that "it is necessary, therefore, to incorporate and stimulate creativity in the training of engineers, through activities, strategies and teaching methodologies that can develop this skill, to respond to a society that demands creative skill profiles for the challenges of a constantly changing world." Scott et al, [26], in a 70 study meta-analysis, found that creativity training was successful in training programs at different educational levels.…”

Section: Introductionmentioning

confidence: 99%

Enhancing Creative Thinking in STEM with 3D CAD Modelling

et al. 2019

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Creative thinking is an essential part of learning for sustainability, as recent studies indicate. Creativity enables the engineer to find solutions for the design of a new product or for the improvement of one already designed, to make it more sustainable. However, currently, engineering education does not usually assess academic performance in terms of creativity, and although interest in creative processes in engineering is growing, its implementation in the classroom is still scarce. In the present study, a creativity workshop was conducted in order to find multiple solutions to the problem posed, in accordance with divergent thinking. The workshop was based on a 3D CAD modelling activity, and the students needed to give different 3D design solutions starting from a two-dimensional shape. The participants were 72 engineering students from the engineering graphics subject in the degree in agricultural engineering and rural areas. Nine different creative components were evaluated. That way, not only was a generic measure of creativity obtained, but it was also possible to know the evolution of the student after the workshop for each of the components of creativity separately. The results of the workshop confirmed that creativity could be enhanced, and therefore, the learning process for sustainability can be improved in engineering.

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Makerspace teaching-learning environment to enhance creative competence in engineering students

Cited by 98 publications

References 13 publications

3D Creative Teaching-Learning Strategy in Surveying Engineering Education

3D Creative Teaching-Learning Strategy in Surveying Engineering Education

Immersive virtual reality to enforce teaching in engineering education

Enhancing Creative Thinking in STEM with 3D CAD Modelling

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