Technical drawing course, video games, gender, and type of school on spatial ability

Ogunkola, Babalola J.; Knight, Carlos

doi:10.1080/00220671.2019.1592092

Cited by 7 publications

(7 citation statements)

References 51 publications

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“…Another possible variable that may affect the findings of spatial abilities is the students' technical drawing knowledge. Studies have found that technical drawing training affects the spatial skills of students [36]. The effect of the students' prior knowledge of technical drawing was not examined in this study.…”

Section: Discussionmentioning

confidence: 95%

Comparing reflective and supportive scaffolding in 3D computer‐aided design course: Engineering students' metacognitive strategies, spatial ability self‐efficacy, and spatial anxiety

Uslu

Durak

2022

Comp Applic In Engineering

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Three-dimensional (3D) modeling provides a suitable context for the improvement of students' higher order thinking skills as it involves challenging and complex learning tasks. For students to succeed in difficult learning tasks, it is necessary to determine the effects of the scaffolding type given to the students in the learning process. This study asserts that reflective and supportive scaffolding has a critical effect on the dependent variables. Reflective scaffolding enables students to explain their reflective processes and clarify their reflective behavior, using personal reflection as a learning tool. Supportive scaffolding provides a process to develop knowledge and guidance on what participants should consider. This study compares the effects of different scaffolding types (reflective or supportive), students' prior knowledge on students' use of metacognitive strategies, spatial ability self-efficacy, and spatial anxiety in the 3D computeraided design course. A pretest and posttest 2 x 2 x 2 factorial quasi-experimental model was used in the study. This study was carried out with 118 undergraduate mechanical engineering students. Analysis of covariance (ANCOVA) was used in the analysis of the data. The results showed that the supportive scaffolding group scored higher in the metacognitive strategies variable than the reflective scaffolding group. The supportive scaffolding group showed higher spatial ability than the reflective scaffolding group. This study provides engineering educators with an overview of the use of scaffolding types, their effects on the effectiveness of learning environments, and the design of these environments.

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Section: Discussionmentioning

confidence: 95%

Comparing reflective and supportive scaffolding in 3D computer‐aided design course: Engineering students' metacognitive strategies, spatial ability self‐efficacy, and spatial anxiety

Uslu

Durak

2022

Comp Applic In Engineering

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“…Also supported by Pinson et al when conducting their research in an Arabic high school, although some girls enjoyed and specialized in science, they may still not choose a career related to science driven by their stereotyped view of masculine scientists [25]. Furthermore, to equip all students with or improve students' spatial abilities, helping them engage in STEM occupations in the future, some Caribbean secondary schools offer technical drawing (TD) subjects and launch a series of interesting activities, including formally playing games related to "science, technological, engineering and mathematics" (STEM) [26]. Regarding the lateralization theory evidenced by Capraro, the right hemisphere of the boys' brain matures faster than girls helping boys develop their special performance advance [27].…”

Section: Students Of Different Genders Have Various Levels Of Compete...mentioning

confidence: 99%

Identify the Reasons of Students’ Choices for Majors and Courses

Cheng¹,

Gao²,

Zhang³

2022

Proceedings of the 2022 International Conference on Science Education and Art Appreciation (SEAA 2022)

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The future careers of students aged 15 to 24 are more or less affected by the school's course settings and majors, and students often have such problems that they have to choose some courses or majors. As a result, this phenomenon often comes up with gender inequality, which leads to occupational segregation. This study explored the reasons for students' choices of majors and courses. This research can help scholars better understand the considerations for students choosing majors and courses. This article analyzed 27 articles selected from Google Scholar. In a conclusion, the study found that different countries have different courses and majors to let students separate from each other by gender. Furthermore, students themselves will choose different courses or majors because of some personal factors and environmental factors like levels of competence, self-efficacy, students' vocational interests, and family reasons.

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“…Mendez et al [5] found that TD first-year engineering students who studied TD during their pre-university studies presented better visual discrimination and spatial memory than university philology students, who had not studied TD previously. Studies conducted by Ogunkola and Knight involving secondary school students concluded that there are significant positive effects of technical drawing on spatial visualization and orientation [6,7].…”

Section: Introductionmentioning

confidence: 99%

“…2021, 11, 5634 2 of 15 the use of ICT has proven to be effective in improving the spatial ability of science and engineering students through different technological solutions, such as augmented reality [14], non-immersive virtual reality [15][16][17], web-based learning tools [18], PDF-3D [19], etc. Likewise, TD teaching has also benefited from the use of new technologies, as evidenced by the existence of several works in which different solutions based on the use of ICT were shown to support the teaching-learning process of this discipline [3,7,14,18,[20][21][22][23].…”

Section: Introductionmentioning

confidence: 99%

Interdisciplinary Learning Methodology for Supporting the Teaching of Industrial Radiology through Technical Drawing

et al. 2021

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Technical drawing (TD) is a subject frequently perceived by engineering students as difficult and even lacking in practical application. Different studies have shown that there is a relationship between studying TD and improvement of spatial ability, and there are precedents of works describing successful educational methodologies based on information and communications technology (ICT), dedicated in some cases to improving spatial ability, and in other cases to facilitating the teaching of TD. Furthermore, interdisciplinary learning (IL) has proven to be effective for the training of science and engineering students. Based on these facts, this paper presents a novel IL educational methodology that, using ICT-based tools, links the teaching of industrial radiology with the teaching of TD, enhancing the spatial ability of students. First, the process of creating the didactic material is described in summary form, and thereafter, the way in which this educational methodology is implemented in the classroom. Finally, we analyze how the use of ICT-based didactic tools such as the one described in this paper can contribute to the achievement of the sustainable development goals set out in the 2030 Agenda of the United Nations.

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Technical drawing course, video games, gender, and type of school on spatial ability

Cited by 7 publications

References 51 publications

Comparing reflective and supportive scaffolding in 3D computer‐aided design course: Engineering students' metacognitive strategies, spatial ability self‐efficacy, and spatial anxiety

Comparing reflective and supportive scaffolding in 3D computer‐aided design course: Engineering students' metacognitive strategies, spatial ability self‐efficacy, and spatial anxiety

Identify the Reasons of Students’ Choices for Majors and Courses

Interdisciplinary Learning Methodology for Supporting the Teaching of Industrial Radiology through Technical Drawing

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