The Purdue Spatial Visualization Test: Visualization of Rotations (PSVT: R) is a widely used assessment of spatial ability. In this report, the factor structure of the PSVT: R test items was examined through confirmatory factor analysis with data from 541 engineering design graphics students. Stata 15 and Mplus 8.2 statistical software were used to examine a hypothesized 30 item one-factor model. Upon initial examination, data from engineering design graphics students produced a poor model-fit for the hypothesized one-factor 30 item model in both statistical programs. Respecified one-factor models with 10 test items and eight test items produced acceptable model-fit for the data employing Stata 15 and Mplus 8.2, respectively.
This article shows the benefits of active learning compared to traditional learning. It proves the importance of a fruitful discussion between peers. It is a sample of methodological change with no curricular change. It also shows the overall satisfaction of the students, who achieved an equal or better academic performance than the students in the traditional learning environment. At the Faculty of Engineering in Bilbao, Engineering Graphics is a collegiate subject and it is assessed using a final exam. In the 2015/2016 and 2016/2017 academic years, didactic interventions were carried out, introducing active methodologies in the experimental group, keeping the same content and evaluation as the control group. It is important to mention that the subject of Engineering Graphics is taught in large groups and with novel students of first course of engineering. A cooperative dynamic (jigsaw) was selected. The main feature of this method is that the students’ knowledge is developed by themselves and the teacher does not explain any theory and practice linked to the subject. The teacher advises students in their learning process. The quantitative and qualitative analysis of the data collected shows that the use of a cooperative dynamic has a positive effect on the learning process of the students.
Recent developments in Virtual Reality (VR) technology have prompted the manufacturing industry and software vendors to investigate VR’s potential for process enhancement. In this paper, we present a study to investigate whether using VR could reduce an individual’s cognitive workload during the process of programming an industrial robot. The rationale of the study and the design of the experiment are discussed first. The results, including time taken to accomplish the given tasks and the quality of the path plans, are then presented, along with the results from a user experience survey. We conclude this paper with the discussion of the findings and the plans for future study.
The efficiency and popularity of computer-aided design (CAD) packages have been continually improving over the past couple of decades. Most of the graduating engineers are proficient in their use and prefer using CAD models instead of simple freehand sketches to communicate their ideas. While these CAD models can enable better visualization of the initial designs, some of the prior studies highlight a few disadvantages of using those for the initial stages of engineering design. Some of the critical concerns raised by observational studies include constrained thinking and design fixation while using CAD models. Motivated by the scarcity of empirical evidence regarding the use of CAD models in engineering design practice and education, this paper reports a studyconducted in a freshman design classroom where students are instructed to generate a creative idea using CAD models as their medium of representation. One group of students are given a simple example while another is given one with more detailed features. The presence of example features in the designs they generated is compared against that of a control group. The results show that while generating ideas in a CAD package, the students fixate on example designs and this fixation is more significant when the example is more detailed. Unlike physical prototypes, CAD models do not offer immediate feedback on the designs which might prompt students to keep their ideas with fixated features.
Part of a more extensive National Science Foundation-funded study, this study presents the findings and analysis of the effect on three-dimensional modeling self-efficacy (3DSE) by the inclusion of online active learning modules (ALM). Using multiple datasets, we found that the use of ALM in an introductory engineering graphics course, closed a gap in 3DSE scores between majority and minority students, populations historically underrepresented in engineering. Although limited to a single university, the results support that the inclusion of active online learning may address an important construct known to be a factor in academic success and persistence in engineering.
For the last decade, remedial spatial visualization training has been offered to first-year engineering students in traditional classroom settings where students attend class and interact face-to-face with an instructor and peers. An alternative to the traditional pedagogical approach is a multi-modal blended learning format that combines in-class instruction with videos that can be viewed at the student’s convenience. The new setting affords students the opportunity to repeatedly revisit the basic instruction at the time and place of their choosing. This case study investigated student outcomes in a blended multi-modal Introduction to Spatial Visualization course that integrated video lectures; free-hand sketching techniques, sketching outdoors, Computer-aided-design (CAD) instruction, and 3D printed artifact manipulation. There was a statistically significant improvement on two (pre-to-post) spatial measures and performance on a drawing task.
Visualization through imagery has been a method of communicating both abstract and concrete information since the beginning of time. The invention of computer graphics is one of the most signi? cant discoveries in visualization. Applying visualization to a variety of disciplines has expanded its value. The interdisciplinary nature of graphics has made our Journal more than just engineering design graphics. Our research has expanded into discovering how people learn using computer graphics. Our research has explored the interplay of visualization and interaction for domains such as science, humanities, engineering, and mathematics, using 2D and 3D computer tools. We have moved from hand-drawn sketching for drafting to quantitative evaluations and models of human-computer interaction. We have embraced not only a better understanding of spatial computer input, but of human behavior. In this issue of the Engineering Design Graphics Journal we have three articles presenting research on visualization applied to interior design, geometry, and psychology. The first article in our Journal –– Rethinking Design Process: Using 3D Digital Models as an Interface in Collaborative Session –– is a pilot study conducted by Professor Suing Ding, incorporating a real-world learning experience in a university interior design classroom. She presented an innovative alternative design process using 3D digital models as a part of the learning process. The students in her class not only learned how to use 3D AutoCAD, but experienced collaborative session feedback, and traditional versus alternative space planning. Professor Kevin L. Devine of Illinois State University is one of our new members of the Engineering Design Graphics Division. His article –– Using a Parametric Solid Modeler as an Instructional Tool to Teach High School Geometry –– was selected as The Editor’s Award for its innovative approach using computer graphics technology to teach mathematics to high school students. His scientific study inspires us to continue to explore applying computer graphics technology as a conduit of interdisciplinary teaching and learning. This study builds a foundation of learning research using a parametric solid modeler to teach the mathematical principles of areas and volumes of solids. Spatial ability research since the late 1800’s is eloquently summarized in the third article –– Dr. James Mohler’s A Review of Spatial Ability Research. What is unique about his study is how psychology is tightly coupled with the concept of spatial ability throughout history. Years ago an article on psychology and spatial ability would have never made it into our Journal. Why now? To be successful in the future, the content of our Journal must grow with the times. We need visionary mindsets, creative thinking, a brazos abiertos (open arms) approach. We need to continue to search for connectivity. So there you have it… geometry, interior design, AND psychology… all intertwined with the common denominator of visualization and graphics. Here’s to future collaboration and interdisciplinary research and applications ... -- La Verne Abe Harris
This Engineering Design Graphics Journal issue is the first solely digital edition with our new human computer interface design. Because of the rising costs of printing and the resource stress of today’s economy, the Engineering Design Graphics Division is feeling the pain. We are the oldest division of the American Society of Engineering Education and we hope to be around for many more years. We may look different. We may eventually have a different name, but underneath it all, we are still alive and well. ;-) In this issue we have three articles on spatial visualization instruction and curriculum and one technical article. The first article “Spatial Ability Improvement and Curriculum Content” by Patrick E. Connolly reviews the foundational history of spatial visualization curriculum research in our Engineering Design Graphics Division. The conference presentation “Advanced Instructions: Facilitation of Individual Learning Processes in Large Groups” by Claus Püetz and Dipl.-Ing. Geesche Intween from Germany receives the Oppenheimer Award. This article focuses on learning processes in spatial-geometric cognition using CAD. The Chair Award goes to Ted Branoff and Eric Wiebe, who offer discussions about the relative advantages and disadvantages of face-to-face, hybrid, and online delivery of a CAD course. Andrew C. Kellie discusses the character and challenges inherent in the graphical portrayal of features in subsurface mapping in his technical article “Subsurface Mapping: A Question of Position and Interpretation.” In between reading through the proofs of the articles, I am glancing out my kitchen window at the snow on the ground and in the trees. It gives me an opportunity to have a reflective, quiet moment in my busy life. It is in those rare opportunities that I think about the people in my professional life and how my life has changed because of my interactions with them. Both positive and negative experiences in our lives help us grow. I am inspired by the success of others. I learned early on that we are all in this thing called life together. This morning my thoughts are gravitating to the students in my IDeaLaboratory at Purdue University. My lab partner Nicoletta Adamo-Villani and I have been putting in some long hours with the students working on our computer graphics research and development projects. I see our students (the “IDeaGurus”) working all hours of the night in the lab trying to meet proposal and funded project deadlines. They put up with our intensity without too much flinching. They understand that failing leads to learning what not to do, so that they do not repeat the same error twice. ;-) They experience the joy of hard work and the pride and empowerment that comes with taking your own initiative and creatively solving problems. These students will be the future authors of the journal articles, the future leaders of our professional division, and the future leaders of our society. In spite of the economic mess we have left the next generation in our country, I am optimistic about the future of technology and engineering innovation... because these students are MY inspiration. -- La Verne Abe Harris, Ph.D.
The leaves in the Midwest are shifting their colors to crimson red, orange, and goldenrod. As I take a deep breath, I notice that the West Lafayette air now has a special crispness about it. Yes, it is getting chilly at night, and we have to shut our windows because Father Winter is creeping around the corner. As seasons change in the Midwest, it gives me the opportunity to regroup and begin again. As we begin the academic year, it is a good time to review the reasons why we exist. The Engineering Design Graphics Division exists to coordinate and promote interests and activities that pertain to engineering graphics, design and education. We do this by supporting those engaged in the teaching and application of graphics in engineering, design and technology, investigating the evolution and impact of computer graphics on engineering design graphics, informing members of current and future trends, promoting and developing ideas for professional conversations, and maintaining our connections with industry, government, and other professional societies. Our address has changed - so update your favorites list to http://edgd.asee.org/ As the Autumn Issue of the Engineering Design Graphics Journal goes to press, there is change in the air. There is talk of renaming the division and the Journal. There is talk of going totally online. There is talk of rethinking who our audience is. That’s the one thing you can always count on… Technology means change. The Engineering Design Graphics Division (EDGD), founded in 1928, is the oldest division within the American Society of Engineering Education (ASEE). This Autumn Issue of the Engineering Design Graphics Journal presents two refereed papers that were blind-reviewed with an acceptance rate of 30 percent. The first article “Examining the Spatial Ability Phenomenon from the Student’s Perspective” is written by one of my colleagues, Dr. J. L. Mohler of Purdue University. He examines the experiences of technically-oriented students attempting to answer the question, “What was it like for a student to experience the spatial ability phenomenon?” The paper discusses the emerging holistic, structural description of the spatial phenomenon from the perspective of the participants, as well as four of the five invariant themes that emerged. The second is authored by Professor Suing Ding of Indiana University Purdue University Fort Wayne. It is titled “Representing the Past by Solid Modeling + Golden Ratio Analysis.” This article focuses on the Golden Ratio analysis and the procedures of reconstructing ancient architecture using solid modeling with geometric analysis. Two case studies are investigated using the application of solid modeling with an approach from geometric construction perspective, along with data collection, literature review and photography analysis. Investigative research and experimentation often continues during retirement for some driven professors. The third paper is worthy of publishing, not as a research paper, but as an experimental piece contributing to the body of knowledge. It is titled “Distortion in Perspective Projection” and is authored by retired Professor Robert P. Kelso, Sr., of Louisiana Tech University. This paper is explorative in nature and uses an experimental study, rather than theory-testing academic research. The paper presents Professor Kelso’s original ideas associating perspective projection with the image beheld by the eye and demonstrates that all graphical and photographic perspective projections must contain distortion when compared to the image beheld by the eye. So there you have it. Three very di? erent articles contributing to our body of knowledge. Enjoy. -- La Verne Abe Harris
This paper presents findings from a project for introducing virtual reality (VR) technology into design and technical graphics curricula. In particular, findings are presented that show how the implementation of VR technology affected and changed pedagogical practices between instructors and students in classrooms at three educational institutions. Classroom observations were obtained from a team of curriculum and instruction professors and graduate students, who provided feedback concerning use of VR technology in the classrooms. Student surveys, both before and after using VR tools, and focus group interviews, were also conducted. Quantitative and qualitative evaluation data was analyzed and used to plan for future use of VR technology. Implementation findings provide insights into how to use VR technology in design and technical graphics education, which can help instructors to effectively introduce the new VR tools in their classrooms.
I would like to thank the EDGD membership for allowing me to serve as your Chair. It has been interesting, fun and nerve-wracking! At the Mid-Year Conference in Norfolk, VA, the EDGD Executive Committee took a hard look at where the Division is. Bottom line: we are not attracting as many new members as we would like and a majority of our committees are no longer reporting any activity for valid reasons; we need to restructure. Between the Mid-Year Conference and the Annual ASEE Conference held in Pittsburgh, Pennsylvania, there were several flurries of EDGD list-serve email discussions concerning the future of the Division. Do we stay as we are; focused strictly on engineering graphics, or do we open our doors and embrace all forms of graphics? To be the best in our field, we must look outside our normal comfort zone or we will miss the exciting, changing world of graphics around us. If we limit the Division to only engineering graphics we will never grow as a Division, or on a personal professional basis. We would miss opportunities to partner with colleagues who have skills we don’t possess. Most of us have been teaching for many years, but still strive to improve our teaching methods – especially with today’s students having different expectations than students twenty years ago. If we move backwards to focusing only on engineering graphics, we will miss information that can help us become better professors. With the introduction of computers into our classrooms our world continues to change. One trend I see locally is the move from supplying tool and die workers, machinists, etc., with computers and 3D CAD models for dimensions instead of 2D drawings. The Division can no longer afford to have tunnel vision and isolate itself in our comfortable engineering graphics world. This means exciting changes are in the works for the Division! Here are a few: several of the Directors are revising their committee charges, an on-line journal ad hoc committee was created to select the software we will use, and several members are brainstorming a new Division and Journal name that will reflect our willingness to embrace all forms of graphics. Serving as your Division Chair has been a great experience! The members are what make the Division so special! I would like to extend a huge thank you to those of you that volunteered your time to help with the Division and participated in the Division discussions. A special thanks to Nick Bertozzi for doing a great job as this year’s ASEE Annual Program Chair, Judy Birchman for designing a striking one-page EDGD information card, Steve Schroff and Marie Planchard for distributing the new EDGD information card, Bob Chin for pursuing our status with ERIC, Moustafa and Company for a great Mid-Year conference, La Verne Abe Harris and Nancy Study for the smooth running of the Journal, Alice Scales and Mary Sadowski for answering my endless list of questions, and Tim Sexton for guiding me through this year. Hope to see you in Berkeley, CA for the 63rd Mid-Year Conference January 4-7, 2009.
