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Using Solid Modeling and Multimedia Software to Improve Spatial Visualization Skills

Abstract

The ability to visualize in three dimensions is an important skill for engineering and technology students. Unfortunately, there is little guarantee that students who enter the university possess acute spatial abilities. It was a common belief that spatial visualization skills are developed through life experiences and could not be effectively taught by instructional methods. Recent research refutes the life experiences concept and suggests that students who are exposed to appropriate learning environments improve their spatial abilities. This paper describes how the teaching methodology we have adopted in an introductory graphics class has helped students develop spatial visualization skills.

An interactive multimedia software based on work by Sorby and Baartmans1 and a 3D sketch-based solid modeling software (Pro/Engineer) were utilized in the class. The interactive media provided students with the opportunity to gain fundamental understanding of orthographic projection, rotation about one or more axes, reflection and symmetry. Pro/Engineer was utilized to create solid models and project them at different angles, enabling students to realize various mental visualizations. Preliminary assessment of the class indicated that combining the interactive media and the solid modeling software was effective in the development of spatial skills in undergraduate engineering and technology students. The assessment also indicated that merely working with 3-D solid modeling software does not improve students’ spatial skills. However, a students’ spatial skill is significant factor in his ability to interact with a 3-D solid modeling environment.

Introduction

Spatial Visualization is defined as the ability to visualize an image of an object and then manipulate it mentally. Spatial Visualization has significant practical application in fields such as mathematics, physics, architecture, engineering and design. Spatial abilities have been widely studied and are known to be fundamental to higher-level thinking, reasoning, and creative processes. Due to its relevance, ensuring high spatial visualization ability among students is therefore desirable. Consequently, the most logical place in an undergraduate curriculum to incorporate learning strategies to improve engineering and technology students’ spatial visualization is in introductory engineering graphics2.

As the first course taken by most students, Engineering Graphics presents a challenge. Basic concepts in graphics and design need to be covered while helping students to develop or refine their visualization skills. In addition, the course must provide students opportunity to do creative and interesting work in order to get them excited about graphics and design, regardless of their intended major. Traditional approaches to engineering graphics using 2-D drafting and orthographic projections do not accomplish

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Ardebili, M. (2006, June), Using Solid Modeling And Multimedia Software To Improve Spatial Visualization Skills Paper presented at 2006 Annual Conference & Exposition, Chicago, Illinois. 10.18260/1-2--744