DiedricAR: a mobile augmented reality system designed for the ubiquitous descriptive geometry learning

Ravé, E. Gutierrez de; Jiménez‐Hornero, Francisco J.; Ariza-Villaverde, Ana B.; Taguas-Ruiz, Jesús

doi:10.1007/s11042-016-3384-4

Cited by 60 publications

(29 citation statements)

References 35 publications

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“…AR includes all these advantages in simulations and in the real environment in which we exist, which is superior to virtual reality. Therefore, it enables students to be involved actively in a natural and simultaneous interaction with the real environment and with virtual objects (De Ravé, Jiménez-Hornero, Ariza-Villaverde &Taguas- Ruiz, 2016;Sin & Badioze Zaman, 2009;Zimmerman, Land & Jung, 2016). It appears that AR can be used as an effective tool for students to reach their learning goals (Hsu, 2017).…”

Section: Augmented Reality and Its Use In Educationmentioning

confidence: 99%

The Effect of Augmented Reality Use on Achievement, Misconception and Course Engagement

Sırakaya

Çakmak

2018

CONT ED TECHNOLOGY

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Augmented reality is defined as a technology in which real world and virtual objects are combined with a simultaneous interaction. The aim of this study is to determine the effect of augmented reality use on students' achievement, misconception and course engagement. A (matched) quasi-experimental research design with both pretest and posttest control groups was used in the study. The sample of the study consisted of 118 seventh grade students receiving education in six different classes. The students in the experimental group took their lessons with an augmented reality learning material, while the students in the control group continued using their traditional course materials. An achievement test, a misconception test and the student course engagement questionnaire were used as data collection tools. As a result of a 7-week implementation, this study found that augmented reality technology increased the achievement level of students and eliminated their misconceptions. However, the study also found that augmented reality technology did not affect the course engagement of students.

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Section: Augmented Reality and Its Use In Educationmentioning

confidence: 99%

The Effect of Augmented Reality Use on Achievement, Misconception and Course Engagement

Sırakaya

Çakmak

2018

CONT ED TECHNOLOGY

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“…Another study used AR technique by Gutierrez [34] suggested another solution using mobile augmented reality (MAR) instead of using desktop VR by AR. Gutierrez and his colleagues designed an application called DiedricAR based on MAR.…”

Section: Literature Reviewmentioning

confidence: 99%

Techniques used to Improve Spatial Visualization Skills of Students in Engineering Graphics Course: A Survey

Alqahtani¹,

Daghestani²,

Ibrahim³

2017

ijacsa

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Abstract-Spatial visualization skills are crucial in engineering fields and are required to support the spatial abilities of engineering students. Instructors in engineering colleges indicated that freshmen students faced difficulties when visualizing models in engineering graphics. Students cannot correctly understand and process visual object and mental images of the engineering models. Traditional tools using textbooks, physical models, and modeling techniques is not sufficient for improving the spatial visualization skills of engineering students. This paper is a survey of all techniques used to learn freshmen students in engineering graphics and improve their spatial visualization skills. Also, it presents the method of evaluation the spatial visualization skills. After describing techniques and presented the literature review, this work presents a comparison between methodologies and techniques used in previous studies. Finally, we summarize a road of the map for the techniques and strategies to improve the spatial visualization skills for freshmen engineering students.

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“…Regarding education (see Table 4), issues related to digital benefits have been explored, such as 3D modeling in universities [53], the possibilities that virtual environments offer to architecture and engineering students [54], the use of augmented reality [3,55,56], smartphones [57] and innovation of teaching methods for learning the cadaster and remote sensing [58]. Didactic innovations have also been provided, such as the inclusion of active methodologies in descriptive geometry to promote critical thinking [59] and the introduction of collaborative modeling environments for project management demanded by Industry 4.0 [60].…”

Section: Educationmentioning

confidence: 99%

Architectural Graphics Research: Topics and Trends through Cluster and Map Network Analyses

López-Chao

Lorenzo

2020

Symmetry

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Graphic representation is a fundamental language in architecture and engineering because it facilitates the communication of any type of information. Therefore, professionals and students need continuous and updated training, with scientific references being the best source of knowledge. However, accessing the latest findings is a complex process for people in the professional world or without an extensive research background since there are no specific filters in the databases, such as architectural graphics. This manuscript aims to define the research topics and trends in architectural graphics as a point of reference for novel professors and new researchers in graphics or drawing. A database on the Scopus-indexed scientific production of the professors of architectural graphics from public architecture schools in Spain has been developed. Furthermore, cluster and map network analyses have been performed using VOSviewer with different levels of co-occurrence to define what this group of academics investigates and how the issues are related. The results evidenced a structure in four categories: the philosophy and theory of architectural graphics, the theory of geometry in architectural heritage, the application of digital graphics in architecture education and urban design management. Research gaps are mentioned and a base framework for the future of research in architectural graphics is proposed.

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DiedricAR: a mobile augmented reality system designed for the ubiquitous descriptive geometry learning

Cited by 60 publications

References 35 publications

The Effect of Augmented Reality Use on Achievement, Misconception and Course Engagement

The Effect of Augmented Reality Use on Achievement, Misconception and Course Engagement

Techniques used to Improve Spatial Visualization Skills of Students in Engineering Graphics Course: A Survey

Architectural Graphics Research: Topics and Trends through Cluster and Map Network Analyses

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