Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
Computers in Education
3D spatial visualization and reasoning skills are of great importance for success in a number of technical fields. For engineering, the ability to examine, manipulate, rotate or twist three-dimensional models in space is of particular interest. Students differ in their development of spatial skills, and this difference affects their performance on some spatial tasks. Instructors involved in teaching the statics and mechanics courses at Texas A&M University at Qatar noticed that some students have challenges in comprehending three-dimensional (3D) technical figures as they presented in engineering textbooks. Consequently, this challenge may lead to limiting in-class instruction and discussion of 3D problems, especially those with vectors representing different physical forces.
To help students in understanding these 3D representations and to enhance their spatial skills, we employed the Augmented Reality (AR) technology that enables overlaying 3D figures onto the corresponding 2D figures through a smartphone or a tablet. The students can freely explore the 3D figure from various angles by either moving the book or the device itself. We converted some figures in the textbook used in teaching the Statics subject, which is part of the MEEN 225 Engineering Mechanics course at Texas A&M University. We shared the AR tool in the classroom with students in class and asked them to solve a problem in both 2D (using only book) and 3D (using AR tool). In this paper, we demonstrate the AR tool and share our experience and the assessment results.
Sheharyar, A., & Srinivasa, A. R., & Masad, E. (2020, June), Enhancing 3-D Spatial Skills of Engineering Students Using Augmented Reality Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34568
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