A Comparative Analysis of Spatial Visualization Ability and Drafting Models for Industrial and Technology Education Students

Katsioloudis, Petros J.; Jovanović, Vukica M.; Jones, Mildred V.

doi:10.21061/jte.v26i1.a.6

Cited by 39 publications

(27 citation statements)

References 9 publications

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“…Araştırmanın sonuçları 3B modelleme-çıktı teknolojilerinin zihinde döndürme ve uzamsal görselleştirme becerilerinin her ikisinin de gelişime katkı sağladığını, 3B diyagramların ise yalnızca zihinde döndürme becerilerini gelişiminde etkili olduğunu göstermiştir. Katsioloudis, Jovanovic ve Jones (2014) 35 üniversite öğrencisinin iki boyutlu çizim yapmalarının, bilgisayarla 3B modeller oluşturmalarının ve 3B modellerin çıktılarını almalarının uzamsal yeteneklerine etkisini incelemişlerdir. Çalışmanın sonuçları yalnızca 3B modellerin çıktılarını alan öğrencilerin uzamsal yetenek gelişiminin iki boyutlu çizim yapanlara göre anlamlı derecede arttığını göstermiştir.…”

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The Effects of Augmented Reality on Elementary School Students’ Spatial Ability and Academic Achievement

Gün

Atasoy

2017

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The Effects of Augmented Reality on Elementary School Students’ Spatial Ability and Academic Achievement

Gün

Atasoy

2017

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“…However, when participants had the ability to rotate the 3D computer model, there was no difference between high and lowspatial participants. Katsioloudis, Javanovic, and Jones (2014) asked students to create a technical drawing of a given object when it is rotated to a certain position. The authors (2014) found that the group of students who were presented with a 3D image or model significantly performed better compared to the group that was only presented with a 2D image (a side view with no depth) of the object.…”

Section: Research Backgroundmentioning

confidence: 99%

Technical Drafting and Mental Visualization in Interior Architecture Education

Arslan¹,

Dazkir

2017

ij-sotl

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We explored how beginning-level interior architecture students develop skills to create mental visualizations of three-dimensional objects and environments, how they develop their technical drawing skills, and whether or not physical and computer generated models aid this design process. We used interviews and observations to collect data. The findings provide an insight on what kind of difficulties students experience during their learning process and how they overcome those difficulties. The results of the study indicate that the students' lack of skills in technical drawing and in creating 2D and 3D mental visualizations negatively influenced their design process. Using the existing body of literature, we discussed the findings and suggested teaching strategies to improve the learning process for the beginning-level interior architecture students. The findings of this study allowed us to have a better understanding of the student design and learning process.We explored how beginning-level interior architecture students develop skills to create mental visualizations of three-dimensional objects and environments, how they develop their technical drawing skills, and whether or not physical and computer generated models aid this design process. We used interviews and observations to collect data. The findings provide an insight on what kind of difficulties students experience during their learning process and how they overcome those difficulties. The results of the study indicate that the students' lack of skills in technical drawing and in creating 2D and 3D mental visualizations negatively influenced their design process. Using the existing body of literature, we discussed the findings and suggested teaching strategies to improve the learning process for the beginning-level interior architecture students. The findings of this study allowed us to have a better understanding of the student design and learning process.

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“…It has been defined as "the ability to mentally imagine, understand, rotate, and manipulate geometric objects" (1)(2)(3) . Spatial skills are very important for a large variety of careers.…”

Section: Introductionmentioning

confidence: 99%

A New Way to Help Students Improve 3-D Visualization

Dimitriu¹

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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There is ample evidence that instruction in spatial visualization skills is effective in improving outcomes for engineering students. Research conducted since the early 1990's has proven that spatial visualization practice and training leads to better grades in engineering graphics and in most other engineering coursework. Other studies demonstrate that improved 3D visualization skills improve retention and graduation rates in general and, in particular, the retention and graduation rates of underrepresented groups in the field of engineering.The exercises described below offer a new method of challenging students to create three dimensions from two. These exercises are a powerful and effective way to help engineering and architecture educators teach spatial visualization.Most of the 3-D visualization exercises currently being used by students in Design and Graphics classes present the objects in isometric views already in 3-D, asking the viewer to create multiple views, fold patterns, manipulate, reflect, or rotate them. Exercises present the objects in incomplete multi-view projections, and ask the students to add missing lines. They use mostly real 3D objects that are easily recognizable to help the student correlate 2D with 3D.This new method uses a different approach. Each view of the solid represents a letter of the alphabet. The standard multi-view projections of the object present only the letter contours. The viewer must visualize the object in 3D and complete the views by adding all the missing visible, hidden, or center lines. The letters are by definition flat, with 2D images, and when they are combined to create the standard views of a 3D object, visualizing the object becomes quite a challenge.This new method was used for over eight years with demonstrated success for students with a wide variety of visualization skills. It is intended as a tool to help Engineering, Architecture, and Art students and faculty who want to increase their 3-D visualization skills.

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A Comparative Analysis of Spatial Visualization Ability and Drafting Models for Industrial and Technology Education Students

Cited by 39 publications

References 9 publications

The Effects of Augmented Reality on Elementary School Students’ Spatial Ability and Academic Achievement

The Effects of Augmented Reality on Elementary School Students’ Spatial Ability and Academic Achievement

Technical Drafting and Mental Visualization in Interior Architecture Education

A New Way to Help Students Improve 3-D Visualization

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