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An Exploration of Engineering Students’ 3D Visualization Processing

Abstract

The goals of this study were to: a) Identify patterns in students’ processing of 3D models presented via drawings, interactive computer models, and physical models; and b) Identify design principles to guide the development of computer based simulations for enhancing students’ 3D visualization skills, based on the results of the processing analysis. Pairs of students enrolled in a Mechanics of Materials class were presented with a series of 3d models and associated problems, presented in three formats (paper, computer models, & physical models). They were required to describe their general theories as to the behavior of the models based on the forces provided, and were also required to calculate moments based on the forces presented in the drawings. As they worked they were required to discuss the problem aloud with their partner. Students’ activities were video taped, including dynamic screen capture of students’ manipulation of the computer models. These data were then analyzed via systematic application of qualitative techniques, with a focus on identifying categories of processing behaviors, assigning behaviors to these categories, and relating these to student performance. The following themes were identified as playing an important role in student performance: a) precise terminology; b) breaking problems into component parts; c) complimentary roles in collaborative teams; c) purposeful, hands-on, interaction with materials; and d) problem visualization. Design principles, based on these findings, are discussed.

Introduction

Statics and Mechanics of Materials, two large-enrollment engineering core courses, often give students their first actual taste of engineering, and that first taste is not always satisfying. With emphasis on problem-solving techniques, these courses can seem mathematical, abstract, and unrelated to the “real world.” Students often view these courses as necessary evils that must be endured until they can reach their “major” classes. With such an introduction to engineering, it is not surprising that many students become discouraged and drop out of engineering programs during the sophomore and junior years before reaching the subjects that attracted them to engineering in the first place. Consequently, initiatives aimed at improving the effectiveness of the engineering core courses can play an important role in increasing student retention and student satisfaction. Furthermore, changes that make these courses more effective in terms of student learning can have a major impact on engineering education by virtue of the large number of students affected.

Researchers and instructors at the University of Missouri – Rolla have carried out such initiatives over the last several years. In January 2000, UMR began a project funded by the U.S. Department of Education’s FIPSE program (FIPSE #P116B000100) called BEST Mechanics. This project developed second-generation courseware for the Statics, Dynamics, and Mechanics of Materials courses. The software utilizes animation, sophisticated illustrations, and interactivity to explain concepts and teach skills in ways not possible through the conventional textbook-and-lecture format [1, 2]. Assessment results have been very encouraging [3-5] in that

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Schwartz, E., & Philpot, T., & Hall, R. (2006, June), A Qualitative Exploration Of Engineering Students’ 3 D Visualization Processing Paper presented at 2006 Annual Conference & Exposition, Chicago, Illinois. 10.18260/1-2--1122