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The fact that there are relatively few job prospects has caused a decline in the vocational profile of students in engineering, while they demand more dynamic and attractive classes. Moreover, the difficulty of the concepts to be transmitted, together with the lack of good spatial visualization abilities of students, makes technical drawing a difficult subject to understand. The present study set out to investigate emerging trends in ICT to find a way to present and manipulate information in class that would serve as both a stimulating element and a tool for performing complex operations, thus improving the teaching methodology of the classes and enhancing students’ motivation. We present the results of an experimental study of the introduction of 3D augmented reality models for practical classes in technical drawing. Several measures are collected for the monitoring of the course by students, and for their motivation, according to the ARCS method. The results indicate a good response to the elements incorporated into first year classes of a university course in Graphic Expression in Engineering. In particular, the experimental group displayed a higher level of motivation, an increased attendance to practical classes, a higher rate of practical work delivered, and a lower percentage of dropouts. © 2017 Wiley Periodicals, Inc. Comput Appl Eng Educ 25:542–549, 2017; View this article online at http://www.wileyonlinelibrary.com/journal/cae; DOI

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This paper presents an experimental research focusing on the view of first year students. The aim is to check the quality of implementing 3D models integrated in the curriculum. We search to determine students´ preference between the various means facilitated in order to understand the given subject. Students have been respondents to prove the hypotheses about the 3D models used in class to explain and do exercises about contours in Topography, and to develop a final course project. A positive attitude of the students towards used 3D models has been observed. Data support our hypotheses.

El estudio, catalogación y comentario de un sistema de señalización determinado planteado en por la asignatura Sistemas Integrales de Información y Orientación se refiere aquí al realizado por Ana Carnicer, para la Red Patrimonio Guadalteba, comarca española situada al noroeste de la provincia de Málaga, que toma su nombre del río homónimo, afluente del Guadalhorce, y que está integrada por ocho municipios: Almargen, Ardales, Campillos, Cañete la Real, Carratraca, Cuevas del Becerro, Sierra de Yeguas y Teba.Según comenta la autora en su página web, el trabajo lo ha realizado en colaboración con Antonio Aranda, creando la identidad corporativa de la Red Patrimonio Guadalteba, un sistema de centros de interpretación del patrimonio con un concepto muy innovador. Para cada centro se ha creado un símbolo que ilustra el concepto al que está dedicado, relacionando la época histórica mediante un código cromático.