June 15, 2019
June 15, 2019
October 19, 2019
Engineering Design Graphics
Spatial ability has been reported to be an important predictor for student success in STEM fields. Accordingly, various studies have looked at multiple strategies to help students develop these skills.
This study builds on prior work testing the use of augmented reality on smartphones for developing spatial reasoning in the context of a spatial reasoning skills course. The mobile AR app gives students the ability to view, interact with, and maneuver digital three-dimensional objects by pointing their phones at a printed marker. They can either move their phones around the marker, or they can move the markers, in order to view the objects from multiple perspectives. They can manipulate the objects via commands within the app, such as rotations and folding. Various games are implemented in the app to support the development of mental rotation abilities. In addition, various strategies of gamification are employed to increase engagement, including anonymous screen name rankings and bonus points for additional progress and practice within the app. These features are designed to encourage increased meaningful time in the app through progression and competition.
Seventy-two first-year pre-engineering students at a major Midwestern university who performed poorly on the PSVT:R spatial abilities test took a class designed to improve their spatial abilities. To test the effects of this app, these students were invited to participate in a research study. The seventy students who agreed to participate were split into control and experimental groups. The experimental group had the opportunity to work with this app in the context of a course designed to develop their spatial reasoning abilities. They were compared with the students who took the same course minus the augmented reality app. Both sets of students experienced traditional means for teaching spatial reasoning.
Multiple measures were compared for these groups of students. In particular, we compared: * Performance on the PSVT:R spatial abilities test (pre and post) * Student attitudes, including their confidence and enjoyment of spatial abilities tasks * Student comments in follow-up focus groups
For those students who were in the experimental condition, we also analyzed: * Performance on the Vandenberg mental rotation assessment (pre and post) * Performance in in-app activities and repeated achievement measures
The results of this study demonstrate the efficacy of using the augmented reality app in conjunction with traditional classroom activities for developing spatial reasoning abilities.
Bell, J. E., & Lister, T., & Banerji, S., & Hinds, T. J. (2019, June), A Study of an Augmented Reality App for the Development of Spatial Reasoning Ability Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32001
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