Use of Dynamic Visualizations for Engineering Technology, Industrial Technology, and Science Education Students: Implications on Ability to Correctly Create a Sectional View Sketch

Abstract

This paper presents some learning support tools for developing spatial abilities in engineering design students. They are based on the previous authors' experience in teaching traditional Engineering Graphics and uses both on-line and batch computer-aided generation of 3D models from 2D freehand sketches. Although these applications can be used with standards PCs, they are intended to be used on Tablet-PCs to provide an experience similar to sketching on real paper. The objectives of these applications are to develop three important elements for the future engineer: spatial visualization, freehand sketching and normalized view generation. The authors present the results of a pilot study that has been realized in some Spanish universities. Two well-known tests for evaluating spatial abilities: Mental Rotation Test (MRT) and the Differential Aptitude TestÐ Spatial Relations subset (DAT-SR), have been used to validate the pilot study.

Efficacy of antenna engineering research orientation among graduate students at Mekelle University Ethiopian Institute of Technology

“…Many studies have documented students’ conceptual difficulties in the domain of electricity and magnetism 29–32 which will directly influence understanding of electromagnetic phenomena and its associated study. It is well documented by previous researchers that an appropriate choice of teaching pedagogy 33–41 and imagery 42–49 and education technology 50–64 fosters knowledge. Engineering education should prepare the students toward the design/synthesis level of Blooms taxonomy, and this can be accomplished if the activity-based learning 3 incorporates simulation tools 47,65,66 and microcomputer-based learning 47,50,67 must be embedded in an appropriate environment that intends to support specific aspects of discovery learning.…”

“…Education technology can bring physical insight into the design/synthesis levels of Bloom’s taxonomy and helps to visualize the physical phenomenon behind the mathematics. 45,47–50,65–67 The in-class activity was heavily focused on the implementation of the antenna technologies, preferably in a group of three students, using simulation tools such as HFSS and Microwave Studio. Design problems were formulated on different topics discussed in the instructional overview which the students were made to implement as an in-class activity.…”

Untitled

“…The purpose of this study (Katsioloudis, Dickerson, Jovanovic, & Jones, 2016) was "to determine the existence of statistically significant differences between engineering technology, industrial technology, and science education students' ability to correctly create a sectional-view sketch of the presented object" (p. 29).…”