The Development and Assessment of a Course for Enhancing the 3‐D Spatial Visualization Skills of First Year Engineering Students

Sorby, Sheryl A.; Baartmans, Beverly J.

doi:10.1002/j.2168-9830.2000.tb00529.x

Cited by 274 publications

(263 citation statements)

References 8 publications

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“…Separating the group was done to provide opportunity for more focussed instructions. Sketching was made a major component of the manual engineering drawing class as sketching has been identified as an important contributing factor in the development of spatial visualization skills (Sorby and Baartmans, 2000).…”

Section: Methodsmentioning

confidence: 99%

Bridging the Spatial Visualisation Skills Gap Through Engineering Drawing using the Whole-to-parts Approach

Akasah

Alias

2010

Australasian Journal of Engineering Education

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Section: Methodsmentioning

confidence: 99%

Bridging the Spatial Visualisation Skills Gap Through Engineering Drawing using the Whole-to-parts Approach

Akasah

Alias

2010

Australasian Journal of Engineering Education

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“…Students scoring 60% or below on the PSVT:R have been encouraged or required to take a spatial visualization training course since that time. From 1993 through 1999, Michigan Tech operated on the quarter system and the spatial training course was offered as a 3-credit, 10 week course that met for two 1 -hour lectures and two hours of lab each week 9 . The course utilized hands on construction activities, paper and pencil sketching activities, and solid modeling activities that corresponded to the course topics.…”

Section: Description Of the Studymentioning

confidence: 99%

Is Condensed Better? Comparison of a Condensed Spatial Training Course to a Semester-long Version

Veurink¹,

Hamlin²

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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Norma Veurink is a Senior Lecturer in the Engineering Fundamentals Department at Michigan Technological University where she teaches introductory engineering courses and a spatial visualization course designed for engineering students with poorly developed spatial visualization skills. Ms. Veurink manages several summer programs that introduce middle and high school students to engineering. She is active in the Engineering Design Graphics Division of ASEE. Is Condensed Better? Comparison of a Condensed Spatial Training Course to a Semester-long Version AbstractThis research paper presents a study on the impact of offering a remedial spatial training course over a condensed time frame. In this paper spatial skill development will be compared for students taking a traditional semester-long spatial training course with students taking the course over the first half of a semester. Grades in the training course and spatial test scores will be compared to determine student spatial development as a result of the course. Student attitudes about the timing of the course were surveyed at the end of the course to determine if they preferred a full-or half-semester offering of the course. Determining if a condensed version of a spatial training course is equivalent or better than a longer version may give institutions offering remedial spatial training courses more options for offering the training to their students.

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“…MCT looks at two-dimensional cut sections that corresponds to a three-dimensional object 24 while PSVT-R looks for three-dimensional rotation of an object 25 . Each were used to test for spatial performance and verbal memory for this student population 26,27 .…”

Section: Selection Of Participants and Activities To Testmentioning

confidence: 99%

Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity

Villanueva

Valladares

Goodridge

2016

JoVE

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Typically, self-reports are used in educational research to assess student response and performance to a classroom activity. Yet, addition of biological and physiological measures such as salivary biomarkers and galvanic skin responses are rarely included, limiting the wealth of information that can be obtained to better understand student performance. A laboratory protocol to study undergraduate students' responses to classroom events (e.g., exams) is presented. Participants were asked to complete a representative exam for their degree. Before and after the laboratory exam session, students completed an academic achievement emotions self-report and an interview that paralleled these questions when participants wore a galvanic skin sensor and salivary biomarkers were collected. Data collected from the three methods resulted in greater depth of information about students' performance when compared to the self-report. The work can expand educational research capabilities through more comprehensive methods for obtaining nearer to real-time student responses to an examination activity. Video LinkThe video component of this article can be found at

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The Development and Assessment of a Course for Enhancing the 3‐D Spatial Visualization Skills of First Year Engineering Students

Cited by 274 publications

References 8 publications

Bridging the Spatial Visualisation Skills Gap Through Engineering Drawing using the Whole-to-parts Approach

Bridging the Spatial Visualisation Skills Gap Through Engineering Drawing using the Whole-to-parts Approach

Is Condensed Better? Comparison of a Condensed Spatial Training Course to a Semester-long Version

Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity

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