Van Den Einde, L., & Delson, N., & Cowan, E. R. (2021, July), Work in Progress: Suitability of Spatial Visualization Training for Remote Learning  Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--38198

\bibitem{asee_peer_38198}
  Van Den Einde, L., \& Delson, N., \& Cowan, E. R. (2021, July), \emph{Work in Progress: Suitability of Spatial Visualization Training for Remote Learning}
  Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference.
  10.18260/1-2--38198

Lelli Van Den Einde, Nathan Delson, and Elizabeth Rose Cowan.  "Work in Progress: Suitability of Spatial Visualization Training for Remote Learning".  2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July.  ASEE Conferences, 2021.  https://peer.asee.org/38198 Internet.  18 Apr, 2024

\bibitem{asee_peer_38198}
  Lelli Van Den Einde, Nathan Delson, and Elizabeth Rose Cowan.
  "Work in Progress: Suitability of Spatial Visualization Training for Remote Learning".
  \emph{2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July}.
  ASEE Conferences, 2021.
  https://peer.asee.org/38198 Internet.  18 Apr, 2024

@INPROCEEDINGS{asee_peer_38198
author = "Lelli Van Den Einde, Nathan Delson, and Elizabeth Rose Cowan"
title = "Work in Progress: Suitability of Spatial Visualization Training for Remote Learning"
booktitle = "2021 ASEE Virtual Annual Conference Content Access"
year = "2021"
month = "July"
address = "Virtual Conference"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/38198}
number = {10.18260/1-2--38198}
}

TY  - CPAPER
AB  - In this work in progress (WIP) describes the impact that a spatial visualization training app had on learning outcomes and engagement during the COVID-19 pandemic. When the pandemic hit, classes with computer aided design (CAD) instruction had two challenges to overcome as people transitioned to remote or online learning. One challenge was that the remote nature of the instruction made it difficult for teachers to provide feedback to students as quickly as they did in a classroom setting while maintaining student engagement. The second challenge was the lack of student access to computers or technology necessary to run the CAD packages. To address these challenges, a number of middle school, high school and post graduate schools adopted for the first time  the use of a freehand sketching and spatial visualization app that ran on smartphones, tablets, and Chromebooks. Since the app automatically grades students’ sketches and provides immediate feedback, it had the potential to increase student engagement during remote instruction.  For many of these newly adopted courses, the use of the app resulted in an increased amount of spatial visualization instruction to compensate for the technical constraints and reduced capabilities to teach CAD. Due to the rush to switch to remote instruction, the courses that adopted the spatial visualization app were not part of a controlled study. However, the digital nature of the app allows for the quantification of data such as how many assignments the students completed in each module as well their performance on test questions. Furthermore, instructor feedback provides qualitative information regarding learning outcomes. In this study, student performance within the app as well as instructor perspective from a post survey is compared across grade levels to illustrate the suitability of the spatial visualization app for remote learning. 
AU  - Lelli Van Den Einde
AU  - Nathan Delson
AU  - Elizabeth Rose Cowan
CY  - Virtual Conference
DA  - 2021/07/26
PB  - ASEE Conferences
TI  - Work in Progress: Suitability of Spatial Visualization Training for Remote Learning
UR  - https://peer.asee.org/38198
DO  - 10.18260/1-2--38198
ER  -