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At-risk Visual Performance and Motivation in Introductory Engineering Design Graphics

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2012 ASEE Annual Conference & Exposition


San Antonio, Texas

Publication Date

June 10, 2012

Start Date

June 10, 2012

End Date

June 13, 2012



Conference Session

Spatial Visualization

Tagged Division

Engineering Design Graphics

Page Count


Page Numbers

25.237.1 - 25.237.7



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Paper Authors


Jeremy V. Ernst Virginia Tech

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Jeremy V. Ernst is an Assistant Professor in the Integrative STEM Education program of the Department of Teaching and Learning at Virginia Tech. He currently teaches graduate courses in STEM education foundations and contemporary issues in integrative STEM education. Ernst specializes in research focused on dynamic intervention means for STEM education students categorized as at-risk of dropping out of school. He also has curriculum research and development experiences in technology, engineering, and design education.

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Aaron C. Clark North Carolina State University

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Aaron C. Clark, Ph.D. is a professor of technology, design, and engineering education and Director of Graduate Programs and Associate Department Chair at North Carolina State University. Clark has worked in both industry and education, including college administration at various levels. His teaching specialties are in visual theory, 3-D modeling, technical animation, and STEM-based pedagogy. Research areas include graphics education, game art and design, and scientific/technical visualization. He presents and publishes in both technical/technology education and engineering and has won numerous awards for his research. He has been and continues to be a Principle Investigator on a variety of grants related to technology education and has focused his funded research in areas related to STEM curricula integration. Clark is a member of the Engineering Design Graphics Division of the American Society for Engineering Education (ASEE) were he currently serves as Chair; and has served in leadership roles and on committees for the K-12 Outreach Division. He has served in various leadership roles in disciplines related to career and technical education at state, regional, and national levels. He consults to a variety of businesses, educational agencies, and organizations and is currently working with the global education initiative.

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At-Risk Visual Performance and Motivation in Introductory Engineering Design Graphics AbstractThis supplemental motivation/learning and spatial acuity study was initiated as a follow-up toa preliminary study conducted in an introductory graphics course in the summer of 2011. Theintent of the preliminary study was to assess the abilities of students to visualize rotatedthree-dimensional objects and determine associations/relationships with intrinsic goalorientation, extrinsic goal orientation, task value, control of learning beliefs, self-efficacylearning performance, and test anxiety. Specific subgroups were identified within the studyconcerning high and low achievement in previous university offerings; however, studentparticipant numbers prevented comprehensive subgroup analysis and therefore was restrictedto a whole sample analysis concerning motivation and spatial acuity association. Thesupplemental study was conducted in the fall of 2011. Summer 2011 student enrollment wasrestricted to 30 students per section, where fall of 2011 sections of the introductory graphicscourse are restricted to 60 students per section, thus permitting adequate sample size toinvestigate the at-risk population based on previous university achievement. The preliminarystudy methodology was replicated for the supplemental investigation, the Purdue SpatialVisualization Test - Visualization of Rotations: Mental Rotation Test and the MotivatedStrategies for Learning Questionnaire (MSLQ) Attitude Survey were paired and administeredto university undergraduate technology, engineering, and design education and engineeringstudents. Similarly, a determination of student intrinsic goal orientation, extrinsic goalorientation, task value, control of learning beliefs, self-efficacy learning performance, andtest anxiety was conducted and paired with abilities of students to visualize rotated three-dimensional objects to highlight associations/relationships among student motivation andlearning and mental rotation ability. The supplemental study data collection allowed forsubgroup investigation of the at-risk population, therefore enabling the researchers to capturea more holistic data-based view of student belief systems and how they can potentiallypromote student abilities in engineering design graphics courses.

Ernst, J. V., & Clark, A. C. (2012, June), At-risk Visual Performance and Motivation in Introductory Engineering Design Graphics Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--20997

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