Visualization, freehand drawing, solid modeling, and design in introductory engineering graphics

Newcomer, Jeffrey L.; Raudebaugh, Robert A.; McKell, Eric K.; Kelley, David S.

doi:10.1109/fie.1999.841659

Cited by 12 publications

(11 citation statements)

References 3 publications

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“…There has been a statistically significant improvement in the acquisition of spatial orientation by the effect of specific training in all the workshops conducted, with an improvement range from 12.90 (minimum) to 19.21 (maximum), although not one academic year had better results than any other. This improvement in the spatial orientation skill coincides with the recognition that spatial skills can be developed with specific training using appropriate material [20][21][22][23][24].…”

Section: Discussionsupporting

confidence: 65%

“…Numerous studies have shown that spatial skills can be developed using the appropriate material, and there is recognition that spatial skills can be developed with specific training [20][21][22][23][24], but in the field of geospatial applications for university education there are no specific actions planned for their development in formal teaching.…”

Section: Introductionmentioning

confidence: 99%

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Spatial Orientation Skill Improvement with Geospatial Applications: Report of a Multi-Year Study

Carrera

Medler

2017

IJGI

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There are several competences and spatial skills to be acquired by the student related to the treatment of geo-information in Science, Technology, Engineering, and Mathematics (STEM) disciplines. Spatial orientation is the spatial skill related to the use of georeferenced information, and geospatial applications (on-line map interfaces) such as the spatial data infrastructure offer a great opportunity for development of this skill. In this report we present several experiments, carried out over five academic years with 559 university students, to improve the spatial orientation skill of the students. Survey learning and wayfinding activities were conducted. First-and second-year university students performed the experiments on a PC and also used digital tablet support. The statistical analysis showed that the students improved their spatial orientation skill with a range from 12.90 (minimum) to 19.21 (maximum) measured with the Perspective Taking Spatial Orientation Test, regardless of the academic year, the hardware (PC or Tablet-PC), or the orientation strategy (survey learning or wayfinding). The second year students improved more than those in their first year. The methodologies employed could be developed by teachers or researchers, and the results presented could be taken as a reference for comparisons in future research in the field of strategy planning with geospatial applications and location-based tools for spatial orientation skill improvement in education.

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Section: Discussionsupporting

confidence: 65%

Section: Introductionmentioning

confidence: 99%

Spatial Orientation Skill Improvement with Geospatial Applications: Report of a Multi-Year Study

Carrera

Medler

2017

IJGI

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“…Several studies indicate that spatial ability can be improved if training with appropriate materials is provided (Cohen et al, 2003;Kinsey, 2003;Newcomer et al, 1999;Potter & van der Merwe, 2001). Kinsey (2003) found that when university freshmen identified as at risk participated in a session on strategies to improve spatial ability skills, gender differences on the pretest were eliminated as a consequence of the instruction on spatial strategy (Kinsey, 2003).…”

Section: Spatial Ability Developmentmentioning

confidence: 99%

The Effects of 3-Dimensional CADD Modeling on the Development of the Spatial Ability of Technology Education Students

Basham¹,

Kotrlik²

2008

JTE

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“…This is in contrast with EDG II, where one group design project is required so that students gain experience with the various issues of teamwork. In both courses, the following five-step design process is used: Problem Statement, Design Specifications, Design Concepts, Design Selection, and Design Details [4]. These steps support the goal of using sketching and CAD to generate a rapid succession of design concepts, while providing students with a structured approach to develop their project management skills.…”

Section: Objectives Of Graphics Sequencementioning

confidence: 99%

The Design Process, Ideation, And Computer Aided Design

Kelley

Newcomer

McKell

2000 Annual Conference Proceedings

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Largely due to engineering design applications such as computer-aided design, most engineering graphics curriculums have changed significantly since the middle 1980's. The content of an engineering graphics course is governed by the needs of students taking the course. This paper focuses on the engineering graphics curriculum at Western Washington University. The Engineering Technology Department at Western Washington University has changed its graphics focus from design communication to design development. Within the curriculum, topics covered include the design process, ideation sketching, conceptual modeling, documentation drawing, parametric design, and tolerance specification. This paper discusses these topics plus student outcomes and future developments.

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Visualization, freehand drawing, solid modeling, and design in introductory engineering graphics

Cited by 12 publications

References 3 publications

Spatial Orientation Skill Improvement with Geospatial Applications: Report of a Multi-Year Study

Spatial Orientation Skill Improvement with Geospatial Applications: Report of a Multi-Year Study

The Effects of 3-Dimensional CADD Modeling on the Development of the Spatial Ability of Technology Education Students

The Design Process, Ideation, And Computer Aided Design

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