Tablet vs. smartphone use for freehand sketching and spatial visualization in large engineering graphics courses

Lelli Van Den Einde; Nathan Delson; Elizabeth Rose Cowan

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Conference: 2019 ASEE PNW Section Conference
Location: Corvallis, Oregon
Publication Date: March 20, 2019
Start Date: March 20, 2019
End Date: March 22, 2019
DOI: 10.18260/1-2--31894
Permanent URL: https://peer.asee.org/31894

Paper Authors

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Lelli Van Den Einde University of California, San Diego

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Van Den Einde is a Teaching Professor in Structural Engineering at UC San Diego and the President of eGrove Education, Inc. She incorporates education innovations into courses (Peer Instruction, Project-based learning), prepares next generation faculty, advises student organizations, hears cases of academic misconduct, is responsible for ABET, and is committed to fostering a supportive environment for diverse students. Her research focuses on engagement strategies for large classrooms and developing K-16 curriculum in earthquake engineering and spatial visualization.

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Nathan Delson eGrove Education

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Nathan Delson’s interests include mechatronics, biomedical devices, human-machine interfaces, and engineering education. He isCo-founder and Past President of Coactive Drive Corp., which develops novel actuators and control methods for use in force feedback human interfaces. Medical device projects include an instrumented mannequin and laryngoscope for expert skill acquisition and airway intubation training. He received his undergraduate degree in mechanical engineering from the University of California, San Diego, and then went on to get a doctorate in mechanical engineering from the Massachusetts Institute of Technology in 1994. He was a lecturer and Director of the Design Studio at Yale University for four years, and then returned to his alma matter, UC, San Diego, in 1999. He is now a tenured lecturer and Director of the Design Center in the Department of Mechanical and Aerospace Engineering. He teaches hands-on design courses, including an introductory design class, a mechatronics class, and a capstone design class. His interests in design education include increasing student motivation, teamwork, and integration of theory into design projects.

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Elizabeth Rose Cowan eGrove Education

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Elizabeth Cowan is a User Experience Researcher and Designer for eGrove Education, Inc., which develops Spatial Visualization Training software. Her degree is in Cognitive Science and Human-Computer Interaction from the University of California San Diego.

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Abstract

This abstract is intended as a presentation only (no full paper). Mobile devices are becoming more prevalent and a common part of the education experience. Students can access their devices at any time to perform assignments or review material. Mobile apps can have the added advantage of being able to automatically grade student work and provide instantaneous feedback. However, numerous challenges remain in implementing effective mobile educational apps. One challenge is the small screen size of smartphones.

A freehand sketching and spatial visualization mobile app was implemented in two college freshman engineering graphics course to teach students how to sketch orthographic and isometric assignments. The app provides automatic grading and hint feedback to help students when they are stuck. The app was originally developed for iPads, but the wide prevalence of smartphones led to porting the software to iPhone and Android phones. The sketching assignments on a smartphone screen require more frequent zooming and panning, These classes were the first to use the spatial visualization training app on their smartphones to study if the experience was the same as on larger screen sizes using iPad tablets.

Students were assigned sketching problems as homework using their personal devices. Students were administered a pre- and post- spatial visualization test (PSVT-R, a reliable, well-validated instrument) to assess learning gains. The trial analysis focused on students who entered the course with limited spatial visualization experience as identified based on a score of ≤70% on the PSVT:R since students entering college with low PSVT:R scores are at higher risk of dropping out of STEM majors. In the first course, almost 60% of the class failed the pre-test, which was a significantly higher percentage than the same trial conducted at another large institution. Among the low-performing students in the first class, 35% of those who used the app showed significant progress, raising their test scores above 70% bringing them out of the at-risk range for dropping out of engineering compared to 71% at the other institution. These mixed results could be attributed to the software not being ready for prime-time during the initial trial.

In addition to the PSVT-R instrument, a survey was conducted at both institutions to evaluate student usage and their impressions of the app. Students found the app engaging, easy to use, and something they would do whenever they had “a free moment”. In the first trial, 79% of the students recommended the app to a friend if they are struggling with spatial visualization skills as opposed to 95% in the second course.

This presentation will compare the implementation of the mobile spatial visualization sketching app in two large college engineering classroom using smartphones vs. past trials using tablets, highlight the app’s impact in increasing self-efficacy in spatial visualization and sketching, and present a detailed comparison of the results of the pre- and post- test and survey related to smartphone usage.

Citation
Format

Van Den Einde, L., & Delson, N., & Cowan, E. R. (2019, March), Tablet vs. smartphone use for freehand sketching and spatial visualization in large engineering graphics courses Paper presented at 2019 ASEE PNW Section Conference, Corvallis, Oregon. 10.18260/1-2--31894

TY - CPAPER
AB - This abstract is intended as a presentation only (no full paper).
Mobile devices are becoming more prevalent and a common part of the education experience. Students can access their devices at any time to perform assignments or review material. Mobile apps can have the added advantage of being able to automatically grade student work and provide instantaneous feedback. However, numerous challenges remain in implementing effective mobile educational apps. One challenge is the small screen size of smartphones.

A freehand sketching and spatial visualization mobile app was implemented in two college freshman engineering graphics course to teach students how to sketch orthographic and isometric assignments. The app provides automatic grading and hint feedback to help students when they are stuck. The app was originally developed for iPads, but the wide prevalence of smartphones led to porting the software to iPhone and Android phones. The sketching assignments on a smartphone screen require more frequent zooming and panning, These classes were the first to use the spatial visualization training app on their smartphones to study if the experience was the same as on larger screen sizes using iPad tablets.

Students were assigned sketching problems as homework using their personal devices. Students were administered a pre- and post- spatial visualization test (PSVT-R, a reliable, well-validated instrument) to assess learning gains. The trial analysis focused on students who entered the course with limited spatial visualization experience as identified based on a score of ≤70% on the PSVT:R since students entering college with low PSVT:R scores are at higher risk of dropping out of STEM majors. In the first course, almost 60% of the class failed the pre-test, which was a significantly higher percentage than the same trial conducted at another large institution. Among the low-performing students in the first class, 35% of those who used the app showed significant progress, raising their test scores above 70% bringing them out of the at-risk range for dropping out of engineering compared to 71% at the other institution. These mixed results could be attributed to the software not being ready for prime-time during the initial trial.

In addition to the PSVT-R instrument, a survey was conducted at both institutions to evaluate student usage and their impressions of the app. Students found the app engaging, easy to use, and something they would do whenever they had “a free moment”. In the first trial, 79% of the students recommended the app to a friend if they are struggling with spatial visualization skills as opposed to 95% in the second course.

This presentation will compare the implementation of the mobile spatial visualization sketching app in two large college engineering classroom using smartphones vs. past trials using tablets, highlight the app’s impact in increasing self-efficacy in spatial visualization and sketching, and present a detailed comparison of the results of the pre- and post- test and survey related to smartphone usage.
AU - Lelli Van Den Einde
AU - Nathan Delson
AU - Elizabeth Rose Cowan
CY - Corvallis, Oregon
DA - 2019/03/20
PB - ASEE Conferences
TI - Tablet vs. smartphone use for freehand sketching and spatial visualization in large engineering graphics courses
UR - https://peer.asee.org/31894
DO - 10.18260/1-2--31894
ER -