Miner, N., & Alipour, A. (2024, June), Utilizing Augmented Reality and 3D Models to Enhance Conceptual Knowledge and Visualization of 3D Problems in Engineering Mechanics Courses: Case Study of Statics  Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--48246

\bibitem{asee_peer_48246}
  Miner, N., \& Alipour, A. (2024, June), \emph{Utilizing Augmented Reality and 3D Models to Enhance Conceptual Knowledge and Visualization of 3D Problems in Engineering Mechanics Courses: Case Study of Statics}
  Paper presented at 2024 ASEE Annual Conference \& Exposition, Portland, Oregon.
  10.18260/1-2--48246

Nathan Miner and Alice Alipour P.E..  "Utilizing Augmented Reality and 3D Models to Enhance Conceptual Knowledge and Visualization of 3D Problems in Engineering Mechanics Courses: Case Study of Statics".  2024 ASEE Annual Conference & Exposition, Portland, Oregon, 2024, June.  ASEE Conferences, 2024.  https://peer.asee.org/48246 Internet.  16 Dec, 2024

\bibitem{asee_peer_48246}
  Nathan Miner and Alice Alipour P.E..
  "Utilizing Augmented Reality and 3D Models to Enhance Conceptual Knowledge and Visualization of 3D Problems in Engineering Mechanics Courses: Case Study of Statics".
  \emph{2024 ASEE Annual Conference \& Exposition, Portland, Oregon, 2024, June}.
  ASEE Conferences, 2024.
  https://peer.asee.org/48246 Internet.  16 Dec, 2024

@INPROCEEDINGS{asee_peer_48246
author = "Nathan Miner and Alice Alipour P.E."
title = "Utilizing Augmented Reality and 3D Models to Enhance Conceptual Knowledge and Visualization of 3D Problems in Engineering Mechanics Courses: Case Study of Statics"
booktitle = "2024 ASEE Annual Conference \& Exposition"
year = "2024"
month = "June"
address = "Portland, Oregon"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/48246}
number = {10.18260/1-2--48246}
}

TY  - CPAPER
AB  - Engineering Mechanics courses present unique challenges for engineering students, particularly when dealing with three-dimensional (3D) problems. The ability to visualize where forces act and their directions is fundamental, yet many students struggle with this aspect. Insufficient visualization skills can impede the learning process, making it difficult to grasp additional complex steps in solving 3D problems. This study explores the rationale and implementation of augmented reality and digital 3D models to assist students in overcoming these challenges.
To address these issues, a mobile phone application was developed, incorporating AR technology to enhance students' understanding of 3D Statics problems. Additionally, students were exposed to digital 3D models during lectures focused on 3D problems. The aim is to provide students with more frequent exposure to 3D concepts and to introduce alternative ways of visualizing problems beyond the confines of traditional two-dimensional textbooks. The working hypothesis is that immersing students in 3D scenarios through AR and providing them with interactive 3D models will help them in gaining a more profound understanding of course concepts, particularly those related to 3D problems. Findings and insights from this study contribute to the ongoing efforts in engineering education innovation and provide students with the tools they need to excel in complex 3-D problem-solving scenarios.

AU  - Nathan Miner
AU  - Alice Alipour P.E.
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - Utilizing Augmented Reality and 3D Models to Enhance Conceptual Knowledge and Visualization of 3D Problems in Engineering Mechanics Courses: Case Study of Statics
UR  - https://peer.asee.org/48246
DO  - 10.18260/1-2--48246
ER  -