Students’ Perception on Blending Instructional 3D Animation in Engineering Courses

Sin, Nazirah Mat; Al-Asmari, Mohammed Awadh M.

doi:10.18178/ijiet.2018.8.5.1063

Cited by 4 publications

(6 citation statements)

References 5 publications

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“…In addition, the use of digital book applications with 3D animation is a new learning medium for them to help create more enjoyable learning through the media provided. This finding is supported by research by (Abdinejad, Talaie, Qorbani & Dalili, 2021;Sin & Al-Asmari, 2018) that the majority of students agree with the use of 3D animation-based learning media to help their understanding through object visualization. This is because conventional learning methods are limited in describing difficult visual concepts.…”

Section: Students' Responsesmentioning

confidence: 52%

Implementation of online problem-based learning assisted by digital book with 3D animations to improve student's physics problem-solving skills in magnetic field subject

Prahanı

Rizki

Nisa

et al. 2022

J. Technol. Sci. Educ.

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The magnetic field is a more complex and abstract physics subject than other physics subjects, causing students' low ability to solve problems. So there is a need for learning instruments to overcome these problems, especially when online learning during the COVID-19 pandemic. Research creates and implements an online problem-based learning (OPBL) assisted by digital books with 3D animation to improve students' physics problem-solving skills on magnetic field subjects. Research aimed to analyze the validity, effectiveness, and student responses to the learning instruments used. The method used in this research is quantitative by using quasi-experiment and survey methods. The results showed that this learning instrument was valid and reliable to use in terms of content and constructs. According to statistical test results, this learning instrument is also effective in improving students' problem-solving skills on magnetic field subjects. Furthermore, the student's response to this learning instrument was very positive, making this learning activity more innovative and fun. Research implies that an OPBL assisted by digital books with 3D animation instruments can be a solution to improve students' physics problem-solving skills, especially during the online learning period.

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Section: Students' Responsesmentioning

confidence: 52%

Implementation of online problem-based learning assisted by digital book with 3D animations to improve student's physics problem-solving skills in magnetic field subject

Prahanı

Rizki

Nisa

et al. 2022

J. Technol. Sci. Educ.

View full text Add to dashboard Cite

show abstract

“…This research contextualizes the field of English for Specific Purposes, with a particular focus on employing semi-immersive virtual reality in mastering engineering vocabulary. The present study contributes to the "meaningful context" [2], efficacy in "grasping difficult subjects" [5], and the possibility of 3D animation to show the details which would be hard or even impossible to see in the real world [7]. The authors suggest that digital animation can replace or complement the laboratory session in the nearest future [5] and their further research will consider this issue.…”

Section: Resultsmentioning

confidence: 90%

“…They consider the complex details of structural steel joints a difficult topic to comprehend. The scientists conclude that projecting 3D images in a virtual space can be an effective solution for making the study of structures more interesting and interactive [5].…”

Section: Introductionmentioning

confidence: 99%

Enhancing efl profession-based vocabulary acquisition through 3d engineering animation for engineering students

Chaikovska

Niskhodovska

Spivachuk

et al. 2023

22nd International Scientific Conference Engineering for Rural Development Proceedings

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Today, a majority of agricultural farms are equipped with a new type of farm machinery, tractors, which require high-quality knowledge, skills and abilities from engineers. Therefore, the ability to describe the objects, mechanisms and working schemes is a priority for future agricultural engineers. Before COVID-19 and the war in Ukraine, most ESP classes were held in specially equipped laboratories, where students could study agricultural machinery and equipment on layouts. Ukrainian educators search for alternative teaching tools to enable effective distance learning of future agricultural engineers. Three-dimensional environments can be very useful to examine agricultural machinery parts. The purpose of this experiment was to test the effectiveness of 3-D engineering animation in improving profession-based vocabulary acquisition. A two-group post-test comparative pedagogical experiment was conducted with the second-year agricultural engineering students (n = 30) during the spring semester of the academic year 2022. A series of online 3-D engineering animations was adapted with the students of the experimental group to reinforce the course content and develop vocabulary skills in participants. The achievement profession-based vocabulary test with experimental and control groups was carried out. The number of participants in each group is equal (n1 = 15, n2 = 15), so the boundary value of Хb at a 5%- level of significance for N = 30 is 4.88. The statistical interpretation of the test results based on the Van der Waerden criterion shows that Xf > Hb, respectively, 8.85 > 4.88. The differences in the results obtained are statistically significant (X = 8.85 at P < 0.05), which allows us to assert the effectiveness of training engaged in the experimental group.

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“…ICT has great potential in providing visualization assisting tools for students. Various research has proven that they are using ICT technology like 2‐D animation, 3‐D animation, augmented reality (AR), and virtual reality (VR) in engineering education [21, 27, 33, 73, 75, 76]. This research indicated that ICT technology serves as an important visualization tool, particularly in helping the student to have better engagement and academic performance in engineering education.…”

Section: Research Hypothesesmentioning

confidence: 99%

Blended learning for engineering education 4.0: Students' perceptions and their learning difficulties

Low

Lee

Sidhu

et al. 2023

Comp Applic In Engineering

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Engineering education plays a vital role in nurturing high‐quality engineers to meet the demands of the industry. The advancement in Information and Communication Technology (ICT) has provided greater potential as a supporting tool in engineering education. Previous research has emphasized the need to further investigate the learning difficulties faced by engineering students to enhance their learning experience. Although the implementation of blended learning using the flipped classroom approach has gained popularity in tertiary education, there is a lack of research on students' perception of this approach in engineering education. This exploratory study focuses on the Engineering domain, specifically investigating students' learning difficulties in Mechanics Dynamics and their attitudes toward blended learning using the flipped classroom approach in engineering education. Using data collected from 121 students at Universiti Tenaga Nasional (UNITEN), Malaysia, this study employed descriptive statistics and multiple linear regression to analyze the data. Three models related to students' learning difficulties were proposed based on the outcomes of exploratory factor analysis. The results indicate that students encountered difficulties in learning Mechanics Dynamics, particularly in visualizing concepts and solving problems involving three dimensions. The findings and analysis demonstrate significant results (p < .05), supporting the hypotheses of the three proposed models. Additionally, the majority of students (66.1%) exhibited a positive attitude toward the use of the flipped classroom approach in engineering courses. The research findings serve as a preliminary requirement for the development of a software prototype to investigate the efficacy of the flipped classroom approach in engineering courses.

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Students’ Perception on Blending Instructional 3D Animation in Engineering Courses

Cited by 4 publications

References 5 publications

Implementation of online problem-based learning assisted by digital book with 3D animations to improve student's physics problem-solving skills in magnetic field subject

Implementation of online problem-based learning assisted by digital book with 3D animations to improve student's physics problem-solving skills in magnetic field subject

Enhancing efl profession-based vocabulary acquisition through 3d engineering animation for engineering students

Blended learning for engineering education 4.0: Students' perceptions and their learning difficulties

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