Detecting and Correcting Errors in Mental Cutting Test Intersections Computed with Blender

Tóth, Róbert; Tóth, Bálint; Zichar, Marianna; Fazekas, Attila; Hoffmann, Miklós

doi:10.1007/978-3-031-13588-0_79

Cited by 1 publication

(1 citation statement)

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“…The paper by Almeida and Castro showcases the use of Geogebra® software to develop 3D dynamic models for online teaching of descriptive geometry, addressing challenging concepts in line-plane inclusion and projection plane changes, and the evaluation through a survey of descriptive geometry professors in Brazilian undergraduate courses, indicating that the 3D models are suitable for online teaching applications and support the development of visual skills in architecture and engineering courses, while also identifying areas for improvement [33]. In this paper by Tóth et al, the authors examine the Mental Cutting Test, a widely used method for assessing spatial skills, and investigate different shapes rendered with Blender for the test, identifying errors and developing a post-processing Python script to detect and correct these issues [34]. In their other work, they introduce a resource browser and a quiz application designed to support researchers, instructors, and students in enhancing their processes related to exercises like the Mental Cutting Test, providing a valuable toolset for developing and measuring spatial skills [35].…”

Section: Literature Reviewmentioning

confidence: 99%

Fused filament fabrication in CAD education: A closed-loop approach

Totuk,

Selvi,

Akar

2023

International Journal of Mechanical Engineering Education

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Integrating low-cost fused filament fabrication 3D printing as a foundation for learning 3D modelling is explored. This method blends traditional computer aided design (CAD) instruction with additive manufacturing possibilities. Experimental results demonstrate increased comprehension speed and reduced learning time. This hands-on approach empowers students by enabling direct engagement with the modelling process. Analogous to reverse engineering, the strategy instructs engineering students from final product to model creation, closing the gap between theory and practice. Incorporating 3D printing bridges this divide, enhancing understanding, creativity and problem-solving. The study underscores technology's influence on learning strategies, aligning with the surge of 3D printing in education. Results link advanced design technology usage to improved student performance, with 3D-printed materials yielding 45% higher grades and 30% faster task completion. This study advocates curricular advancement for design-focused careers through enhanced technology integration and favourable 3D printing model reception.

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Section: Literature Reviewmentioning

confidence: 99%