ISSN: 2226-6348
Open access
The increasing importance of augmented reality (AR) environments in education highlights their potential to enhance students' mental rotation abilities and 3-Dimensional (3D) visualization skills, particularly in engineering drawings. Enhancing these skills is crucial to understand and interpret complex engineering drawings concepts effectively. Therefore, this study was conducted to identify the effects of AR-based learning environments on students' mental rotation abilities and 3D visualization skills in engineering drawing education. This study employed a quasi-experimental design with a treatment group engaged in immersive AR-based sessions, whereas the control group received traditional instruction. Both groups were assessed using the Purdue Spatial Visualization Test for Rotation (PSVT:R) and the Purdue Spatial Visualization Test for Development (PSVT:D) before and after the intervention. The analysis methods for both the experimental and control groups included paired sample statistics and paired differences to evaluate pre-test and post-test scores. The findings indicated significant improvements in the treatment group's mental rotation and 3D development skills compared to the control group. Specifically, the AR environment facilitated a substantial increase in PSVT:R and PSVT:D scores, demonstrating the effectiveness of AR in enhancing the spatial visualization skills crucial for engineering education. This study suggests that integrating AR technology into educational practices can significantly improve learning outcomes and, offer valuable insights for educators and instructional designers. Further research should explore the long-term effects of AR-based learning and its applicability across different engineering disciplines to maximize its educational potential.
Al-Ansi, A. M., Jaboob, M., Garad, A., & Al-Ansi, A. (2023). Analyzing augmented reality (AR) and virtual reality (VR) recent development in education. In Social Sciences and Humanities Open (Vol. 8, Issue 1). https://doi.org/10.1016/j.ssaho.2023.100532
Alvarez-Marin, A., & Velazquez-Iturbide, J. A. (2021). Augmented Reality and Engineering Education: A Systematic Review. In IEEE Transactions on Learning Technologies (Vol. 14, Issue 6). https://doi.org/10.1109/TLT.2022.3144356
Alzahrani, N. M. (2020). Augmented reality: A systematic review of its benefits and challenges in e-learning contexts. Applied Sciences (Switzerland), 10(16). https://doi.org/10.3390/app10165660
Ansari, A. K., KG, S. S., & Baby, B. C. (2023). Virtual Reality and Augmented Reality in Education. International Journal for Research in Applied Science and Engineering Technology, 11(3), 2014–2018. https://doi.org/10.22214/ijraset.2023.49825
Bacca, J., Baldiris, S., Fabregat, R., Graf, S., & Kinshuk. (2014). International Forum of Educational Technology & Society Augmented Reality Trends in Education?: A Systematic Review of Research and Applications. Educational Technology, 17(4), 133–149.
Bartlett, K. A. (2024). The Politics of the Purdue Spatial Visualization Test of Rotations (PSVT:R) and its Use in Engineering Education. Engineering Studies, 16(1), 56–77. https://doi.org/10.1080/19378629.2023.2297958
Beemt, A. Van den, MacLeod, M., Van der Veen, J., Van de Ven, A., van Baalen, S., Klaassen, R., & Boon, M. (2020). Interdisciplinary engineering education: A review of vision, teaching, and support. Journal of Engineering Education, 109(3), 508–555. https://doi.org/10.1002/jee.20347
Bogomolova, K., van der Ham, I. J. M., Dankbaar, M. E. W., van den Broek, W. W., Hovius, S. E. R., van der Hage, J. A., & Hierck, B. P. (2020). The Effect of Stereoscopic Augmented Reality Visualization on Learning Anatomy and the Modifying Effect of Visual-Spatial Abilities: A Double-Center Randomized Controlled Trial. Anatomical Sciences Education, 13(5). https://doi.org/10.1002/ase.1941
Chan, C. K. Y. (2023). A comprehensive AI policy education framework for university teaching and learning. International Journal of Educational Technology in Higher Education, 20(1). https://doi.org/10.1186/s41239-023-00408-3
Childs, E., Mohammad, F., Stevens, L., Burbelo, H., Awoke, A., Rewkowski, N., & Manocha, D. (2023). An Overview of Enhancing Distance Learning Through Emerging Augmented and Virtual Reality Technologies. IEEE Transactions on Visualization and Computer Graphics. https://doi.org/10.1109/TVCG.2023.3264577
Danakorn, P. N., Rahman, M. H. A., Utama, N. I., Ali, M. B., Halim, N. D. A., & Kasim, S. (2019). The effect of augmented reality on spatial visualization ability of elementary school student. International Journal on Advanced Science, Engineering and Information Technology, 9(2). https://doi.org/10.18517/ijaseit.8.5.4971
Dere, H. E., & Kalelioglu, F. (2020). The effects of using web-based 3D design environment on spatial visualisation and mental rotation abilities of secondary school students. Informatics in Education, 19(3). https://doi.org/10.15388/infedu.2020.18
Dhar, P., Rocks, T., Samarasinghe, R. M., Stephenson, G., & Smith, C. (2021). Augmented reality in medical education: students’ experiences and learning outcomes. In Medical Education Online (Vol. 26, Issue 1). https://doi.org/10.1080/10872981.2021.1953953
Dickmann, F., Keil, J., Dickmann, P. L., & Edler, D. (2021). The Impact of Augmented Reality Techniques on Cartographic Visualization. KN - Journal of Cartography and Geographic Information, 71(4). https://doi.org/10.1007/s42489-021-00091-2
Fraile-Fernandez, F. J., Martinez-Garcia, R., & Castejon-Limas, M. (2021). Constructionist Learning Tool for Acquiring Skills in Understanding Standardised Engineering Drawings of Mechanical Assemblies in Mobile Devices. SUSTAINABILITY, 13(6). https://doi.org/10.3390/su13063305
Fujita, T., Kondo, Y., Kumakura, H., Kunimune, S., & Jones, K. (2020). Spatial reasoning skills about 2D representations of 3D geometrical shapes in grades 4 to 9. Mathematics Education Research Journal, 32(2), 235–255. https://doi.org/10.1007/s13394-020-00335-w
Giesecke, F. E., Lockhart, S., Goodman, M., & Johnson, C. M. (2023). Technical drawing with engineering graphics. Peachpit Press.
Hain, A., & Motaref, S. (2020). Implementing Interactive 3-D Models in an Entry-level Engineering Course to Enhance Students’ Visualization. 2020 ASEE Virtual Annual Conference Content Access Proceedings. https://doi.org/10.18260/1-2--34782
Halim, F. A., Wan Muda, W. H. N., Zakaria, N., & Samad, N. H. B. A. (2020). The potential of using augmented reality (AR) technology as learning material in TVET. Journal of Technical Education and Training, 12(1 Special Issue). https://doi.org/10.30880/jtet.2020.12.01.012
Hedenqvist, C., Romero, M., & Vinuesa, R. (2023). Improving the Learning of Mechanics Through Augmented Reality. Technology, Knowledge and Learning, 28(1). https://doi.org/10.1007/s10758-021-09542-1
Iatsyshyn, A. V., Kovach, V. O., Lyubchak, V. O., Zuban, Y. O., Piven, A. G., Sokolyuk, O. M., Iatsyshyn, A. V., Popov, O. O., Artemchuk, V. O., & Shyshkina, M. P. (2020). Application of augmented reality technologies for education projects preparation. CEUR Workshop Proceedings, 2643. https://doi.org/10.55056/cte.318
Ibáñez, M.-B., & Delgado-Kloos, C. (2018). Augmented reality for STEM learning: A systematic review. Computers & Education, 123, 109–123.
https://doi.org/10.1016/j.compedu.2018.05.002
Jensen, L., & Konradsen, F. (2018). A review of the use of virtual reality head-mounted displays in education and training. Education and Information Technologies, 23(4). https://doi.org/10.1007/s10639-017-9676-0
Jiang, C., & Pang, Y. (2023). Enhancing design thinking in engineering students with project?based learning. Computer Applications in Engineering Education, 31(4), 814–830. https://doi.org/10.1002/cae.22608
Juan, C., YuLin, W., Tjondronegoro Dian, W., & Wei, S. (2018). Construction of interactive teaching system for course of mechanical drawing based on mobile augmented reality technology. International Journal of Emerging Technologies in Learning, 13(2). https://doi.org/10.3991/ijet.v13i02.7847
Kadam, K., Mishra, S., Deep, A., & Iyer, S. (2021). Enhancing engineering drawing skills via fostering mental rotation processes. European Journal of Engineering Education, 46(5), 796–812. https://doi.org/10.1080/03043797.2021.1920891
Kadam, K., Mishra, S., Iyer, S., & Deep, A. (2024). Unfolding learning difficulties in engineering drawing problem solving. Australasian Journal of Engineering Education. https://doi.org/10.1080/22054952.2024.2309703
Kudryashova, A., Gorbatova, T., Rybushkina, S., & Ivanova, E. (2015). Teacher’s Roles to Facilitate Active Learning. Mediterranean Journal of Social Sciences. https://doi.org/10.5901/mjss.2016.v7n1p460
Kumar, A., Mantri, A., & Dutta, R. (2021). Development of an augmented reality-based scaffold to improve the learning experience of engineering students in embedded system course. Computer Applications in Engineering Education, 29(1). https://doi.org/10.1002/cae.22245
Leake, J. M., & Borgerson, J. L. (2019). Engineering Design Graphics: Sketching, Modeling, and Visualization (3rd ed.).
Lin, K. Y., Wu, Y. T., Hsu, Y. T., & Williams, P. J. (2021). Effects of infusing the engineering design process into STEM project-based learning to develop preservice technology teachers’ engineering design thinking. International Journal of STEM Education, 8(1), 1–15.
Liono, R. A., Amanda, N., Pratiwi, A., & Gunawan, A. A. S. (2021). A Systematic Literature Review: Learning with Visual by the Help of Augmented Reality Helps Students Learn Better. Procedia Computer Science, 179. https://doi.org/10.1016/j.procs.2020.12.019
Liu, P., Yang, Z., Huang, J., & Wang, T. K. (2024). The effect of augmented reality applied to learning process with different learning styles in structural engineering education. Engineering, Construction and Architectural Management.
https://doi.org/10.1108/ECAM-06-2023-0596
Mursid, R., Saragih, A. H., & Hartono, R. (2021). The Effect of the Blended Project-based Learning Model and Creative Thinking Ability on Engineering Students’ Learning Outcomes. International Journal of Education in Mathematics, Science and Technology, 10(1), 218–235. https://doi.org/10.46328/ijemst.2244
Omar, M., & Ali, D. F. (2018). Enhancing students’ mental rotation skills and 3-dimensional development skills using augmented reality learning environment. J Fundam Appl Sci, 10(1S).
Pan, Y., & Zhang, L. (2021). Roles of artificial intelligence in construction engineering and management: A critical review and future trends. Automation in Construction, 122, 103517. https://doi.org/10.1016/j.autcon.2020.103517
Papanastasiou, G., Drigas, A., Skianis, C., Lytras, M., & Papanastasiou, E. (2019). Virtual and augmented reality effects on K-12, higher and tertiary education students’ twenty-first century skills. Virtual Reality, 23(4), 425–436. https://doi.org/10.1007/s10055-018-0363-2
Safaan, S. A. (2023). The Relationship Between the Type of Dimensions (3D, 2D) and Mental Interaction (High, Low) in the Augmented Reality Environment and its Effects on Learning. American Journal of Chemistry and Pharmacy, 2(1), 1–7. https://doi.org/10.54536/ajcp.v2i1.1075
Schiavi, B., Havard, V., Beddiar, K., & Baudry, D. (2022). BIM data flow architecture with AR/VR technologies: Use cases in architecture, engineering and construction. In Automation in Construction (Vol. 134). https://doi.org/10.1016/j.autcon.2021.104054
Selvakumar, S., & Sivakumar, P. (2023). Immersive Learning: Unlocking the Future of Education. Thiagarajar College of Preceptors Edu Spectra, 5(S1), 12–20.
https://doi.org/10.34293/eduspectra.v5is1-may23.003
Serrano-Ausejo, E., & Mårell-Olsson, E. (2024). Opportunities and challenges of using immersive technologies to support students’ spatial ability and 21st-century skills in K-12 education. Education and Information Technologies, 29(5).
https://doi.org/10.1007/s10639-023-11981-5
Sharma, B., & Mantri, A. (2019). Augmented reality underpinned instructional design (ARUIDS) for cogno-orchestrative load. Journal of Computational and Theoretical Nanoscience, 16(10). https://doi.org/10.1166/jctn.2019.8529
Sorby, S. A. (2009). Educational Research in Developing 3?D Spatial Skills for Engineering Students. International Journal of Science Education, 31(3), 459–480.
https://doi.org/10.1080/09500690802595839
Syed Sazly, S. Z., Jambari, H., Noh@Seth, N. H., Pairan, M. R., Mohd Ahyan, N. A., Abdul Hamid, M. Z., & Osman, S. (2021). Development of Augmented Reality Applications in Teaching and Learning for topic of Current and Voltage Division for Technical and Vocational Education. Journal of Technical Education and Training, 13(3).
https://doi.org/10.30880/jtet.2021.13.03.012
Tiwari, A. S., Bhagat, K. K., & Lampropoulos, G. (2024). Designing and evaluating an augmented reality system for an engineering drawing course. Smart Learning Environments, 11(1). https://doi.org/10.1186/s40561-023-00289-z
Totuk, O. H., Selvi, Ö., & Akar, S. (2023). Fused filament fabrication in CAD education: A closed-loop approach. International Journal of Mechanical Engineering Education. https://doi.org/10.1177/03064190231215307
Tuker, C. (2018). Training Spatial Skills with Virtual Reality and Augmented Reality. In Encyclopedia of Computer Graphics and Games. https://doi.org/10.1007/978-3-319-08234-9_173-1
Wu, W. C. V., Manabe, K., Marek, M. W., & Shu, Y. (2023). Enhancing 21st-century competencies via virtual reality digital content creation. Journal of Research on Technology in Education, 55(3). https://doi.org/10.1080/15391523.2021.1962455
Zhou, Y., Xu, T., Yang, H., & Li, S. (2022). Improving Spatial Visualization and Mental Rotation Using FORSpatial Through Shapes and Letters in Virtual Environment. IEEE Transactions on Learning Technologies,15(3), 326–337. https://doi.org/10.1109/TLT.2022.3170928
(Ali et al., 2024)
Ali, D. F., Ahmad, A. R., & Omar, M. (2024). Enhancing Student’s 3D Development and Mental Rotation Skill using Augmented Reality. International Journal of Academic Research in Progressive Education and Development, 13(3), 1709–1720.
Copyright: © 2024 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode