An Exploration of Augmented Reality in an Introductory Engineering Graphics Course

Abstract

The purpose of the study was to explore the effects of augmented reality (AR) in an introductory engineering graphics course. The study specifically examined the potential for AR to affect the spatial visualization ability of students and influence student motivation. This study included 50 students from an introductory engineering graphics course at a large southeastern US public university. The AR intervention consisted of six weekly sessions in which students were required to complete an assignment with the assistance of AR. Two quantitative measurements were employed to measure the results of the implementation. The Purdue Spatial Visualization Test: Rotations (PSVT-R) was used to measure spatial visualization ability, and the Motivated Strategies for Learning Questionnaire (MSLQ) was used to measure student motivation. Both instruments used a pre-and post-test format and were analyzed with paired t-tests. The results of the PSVT-R (p < .01) showed a significant difference between the pre-and post-test scores; however, this could not be solely attributed to the implementation of AR. The results of the overall MSLQ (p = 0.57) showed no significant difference between pre-and post-test scores.

Online aviation learning experience during the COVID‐19 pandemic in Hong Kong and Mainland China

“…In fact, the engineering motivation questionnaire has been validated among 1218 engineering students in Columbia (Ramírez Echeverry et al., 2016) and the self‐efficacy items were also validated among 728 undergraduates from 30 engineering courses (Mamaril et al., 2016), which offers empirical evidences on its psychometric properties. This motivation questionnaire has been frequently applied in different technology/engineering‐related courses in higher education (eg, Fang, 2014; Fantz et al., 2011; Johnson et al., 2015; Thornton & Lammi, 2021). This provides grounds for adapting the wordings of the items to engineering related fields like aviation.…”

Contribution of Augmented Reality in Teaching and Learning, in the Midst of COVID-19: Systematic Review

“…Qualitative: They determined that, through the Purdue spatial visualisation test, the augmented reality-based application has a positive influence on students' learning motivation. Thornton and Lammi (2021) Qualitative: They determined as results of their research that some students, although they were unaware of AR technology, there is great interest in the use of this technology in their learning process; in this way students, teachers and the university institution benefit. Silva et al (2022) Based on the results obtained in Figure 4, a model is shown in which it is possible to categorise the results obtained based on the research questions, the same ones that focused on identifying the areas or specialties in which AR were applied, as well as the techniques used and forms of activation or triggering of the AR application, and finally the factors analysed that evidenced the contribution of augmented reality in the learning of engineering students.…”

International Comparative Pilot Study of Spatial Skill Development in Engineering Students through Autonomous Augmented Reality-Based Training

“…It is possible to find many experiences involving the use of AR and VR in different educational levels. In the instance of higher education, there are studies that concluded that including AR in graphic engineering courses increased students' interest and motivation [74,75]. Furthermore, courses based on virtual technologies aimed at improving spatial abilities, specifically visualization and rotation [76][77][78] now exist.…”