NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract Multiview Drawing Instruction: A Two-location Experiment Abstract Several methods have been developed, presented, and discussed at recent ASEE and EDGD conferences on the topic of computer-based multiview drawing instruction. While small-scale and localized testing of these instruments and methods has been undertaken, no larger-scale or multi-location experiments have been attempted. This paper describes an experiment that was carried out at two different university campuses with engineering and non-engineering students in an effort to validate the efficacy of these tools in comparison with more traditional methods of orthographic drawing instruction. Specifically, participant groups of students at each location were exposed to one of two computer-based instructional tools completely, a mix of a computer-based tool and manual drawing methods, or an entirely manual method of multiview drawing instruction. Through the use of pretest/posttest data and survey information, student scores and perceptions were analyzed for useful quantitative and qualitative results. The implications for such results are potentially significant in the areas of foundational instruction, self-study, and remediation of students in engineering graphics and other spatially-associated fields. Introduction As has been described in past studies, a significant challenge that many engineering and technology students struggle with is the ability to “see” virtual images in three- dimensional environments [1, 2]. Future success as a student and as a professional in many areas, both technical and non-technical, can be dependent on this ability to manipulate 3D space and objects within that realm [3, 4, 5]. Research in this field has also shown that spatial capabilities can be strengthened through appropriate instruction [6, 7, 8]. A useful and applicable method of instruction and practice for engineering and technology students’ spatial skills has traditionally involved orthographic/multiview drawing. There are several problems that must be overcome for multiview drawing to be effectively used as an instructional tool. First, it is important for students to comprehend the basic standards of multiview drawing, and master the fundamental concepts of multiview drawing applications. Second, the instructor must be able to deal with a wide variety of visualization abilities in the students, and deal with the logistical issues of providing instruction and feedback to students participating at these various levels of ability and experience. The use of computer-based tutorials is one method of dealing with the difficulties mentioned above. Tutorials allow for self-paced and varied emphasis instruction, practice, and remediation, providing the instructor much flexibility in such situations [9, 10, 11] .

This paper reports on research in spatial ability testing comparing traditional 2D test instrument images with hybrid testing involving augmented virtual reality images.Augmented reality involves the combination of virtual reality displays with real world environments.Nonimmersive virtual reality systems are becoming popular in many industries and across many applications such as scientific visualization, product development, and interactive entertainment.The goal of this research was to examine the potential impact of augmented reality technology on the successful completion of a standardized visualization test instrument.Participants in the study were students enrolled in an introductory engineering design graphics course at a Midwestern university.Two test groups were organized from the students in the class, one control and one treatment.The control group completed the standard Vandenberg Mental Rotations Test, with static images displayed on computer workstation monitors.The participants received 90 seconds to answer each question on the test.The treatment group received identical test questions but viewed the object as a 3D augmented reality image that was slowly rotated through one revolution.The participants in this group also received 90 seconds to answer each question on the test.Quantitative and qualitative results were recorded for the study.Future research plans are discussed as well as lessons learned from this augmented reality application.

Many college and university technology schools and departments are faced with the challenge of locating and recruiting students for their programs. In some cases, this situation is caused by potential students being unfamiliar with either technology in general and/or the specific programs that are available. One solution to this problem is to educate potential students about technology areas and programs through the use of effective laboratory demonstrations. This paper reviews demonstrations that have been utilized at Purdue University's Statewide Technology Program in Richmond, Indiana, to expose potential students to the Mechanical Engineering Technology and Technical Graphics fields. Other possibilities for effective demonstrations in technology, and future developments for effective demonstrations are also discussed.

There has been a significant history of research on spatial ability and visualization improvement and related curriculum content presented by members of the Engineering Design Graphics Division over the past decade. Recently, interest in this topic has again been heightened thanks to the work of several division members on research such as the EnViSIONS project, among others. This paper reviews the foundational history of spatial visualization curriculum research in the division and explains recent research carried out in this area by the author. Research outcomes are reported, along with an analysis and proposed explanation of results for the first round of testing in this specific class. Recommendations for future studies are proposed in this area of research.

This paper explains the ongoing evolution and advances made with a computer-based tutorial, including the incorporation of an interactive input and response capability that allows the user to develop multiview drawings and receive details, real-time feedback as part of the tutorial function. A review of the original purpose and pedagogy of the tutorial project are included, as well as future plans for the tutorial and related efforts. Formal experimental plans, procedures, and results validating the tutorial's effectiveness will be presented and discussed.

Spatial visualization skills are vital to many careers and in particular to STEM fields. Materials have been developed at Michigan Technological University and Penn State Erie, The Behrend College to assess and develop spatial skills. The EnViSIONS (Enhancing Visualization Skills-Improving Options aNd Success) project is combining these materials and testing them with pre-college and college students at seven institutions: Michigan Tech, Penn State Behrend, Purdue University, University of Iowa, Virginia State University, Virginia Tech, and a “Project Lead the Way” course in south-central Arizona. By removing a barrier to success for students with low visualization skills, particularly women, the project leaders hope to improve the retention of these students in STEM disciplines and to enhance their success. This paper will give a brief overview of the implementations at the university level and the findings.

This study proposes an innovative solution to the problem of multiobjective engineering design optimization by integrating desktop VR with genetic computing. Although, this study considers the case of construction design as an example to illustrate the framework, this method can very much be extended to other engineering design problems as well. The proposed framework generates optimal solutions for the problem of construction design, which is becoming an increasingly complex problem due to the multitude of factors involved in the process. This study places special emphasis on the modeling of the scenes within the virtual world from the design perspective. Even though genetic algorithms (GA) have been used by professionals in diverse disciplines to optimize conflicting objectives, these provide the end user with a pool of solutions rather than a unique solution that can be implemented. Hence, this study proposes a desktop VR framework that serves as a visualization tool to aid decision makers to better evaluate the alternative solutions from the Pareto set resulting from the GA process. Modeling alternative scenarios is formulated as an optimization problem wherein design configurations are generated using genetic algorithms. With the goal of sustainable and non-destructive construction design and planning, the algorithm is intended for multiple objectives. The study also presents an innovative perspective on this whole process by presenting the qualitative evaluation of the scene based on human evaluation and incorporating changes. The results demonstrate the robustness of the GA framework and also substantiate the utility of the virtual scenarios.

The authors are investigating potential applications of adaptive comparative judgment (ACJ) across numerous environments and learning scenarios within the Purdue Polytechnic Institute as part of Purdue’s efforts to transform the undergraduate learning experience. Six courses or program areas were selected for the study, involving a wide variation in subjects, subject matter, and assessment artifacts. The authors anticipate that positive results from these pilot studies will encourage broader and deeper applications of ACJ in the Purdue Polytechnic, across Purdue University, and in other academic institutions. Results from these scenarios will be disseminated in future conferences and scholarly journals.

In this paper, we present the approach we took to the development of a new undergraduate major in human-centered design and development.The paper's contributions are twofold: first, we illustrate how we adapted the user-centered design process and used it to help us create the vision, conceptual framework, and new curriculum.We hope that this process, lead by the development of a vision persona, can help other groups as they work to create new programs.Second, we present the vision and curriculum framework of the new major, which we offer as a step towards growing UX education in the US.

Enabling users to explore the vast volumes of data from different groups is one of product lifecycle management (PLM)'s goals. PLM must solve such problems as isolated "Islands of Data" and "Island of Automation"; the massive data flow of distanced collaborative design, manufacturing, and management; and the incapability of interpreting and synthesizing data from different perspectives.This paper proposes a new approach from a different perspective: information visualization and visual analytics. An interactive information visualization approach was demonstrated in order to help designers gain insights into massive data and make appropriate decisions. Suggested are possible visualization methods for PLM data- structural visualization, temporal visualization, geospatial visualization, 3D model visualization, and multidimensional visualization. This idea is then demonstrated by a case study of developing an Internet-based information visualization system to visualize the Remote Control Helicopter.

Stereoscopy is commonly used in film and interactive media to provide depth perception, but is not the only method available to meet this need. This paper examines fish tank virtual reality as an alternative to stereoscopy. A study was conducted using three methods of depth perception projection: a stereoscopic image, a fish tank virtual reality (VR) image, and a combination of stereoscopic and the fish tank VR images. Results indicate that the combination of Fish Tank VR and stereoscopy was most preferred by participants, followed by the fish tank VR system for providing depth perception., The traditional anaglyph stereoscopy method was least preferred by the participants. Introduction Stereoscopy is the primary method in which to convey depth perception in film and interactive media, but can present a plethora of problems to individual viewers. A proposal of an alternative solution to depth perception is Fish Tank Virtual Reality, which is less expensive, easier to implement, and may span a larger audience. Fish Tank Virtual Reality is a perspective projection coupled to the head position of the observer. Fish Tank Virtual Reality, Head-coupled Perspective, or Eye-coupled Perspective is the characterization of “systems where a stereo image of a three-dimensional scene is viewed on a monitor using a perspective projection coupled to the head position of the observer” (Mulder & Van Liere, 2000). In such a system, the illusion of depth is created through the use of tracking an individual’s location in threedimensional space and subsequently displaying the images with the correct perspective. Colin Ware, most notable for his endeavors into data visualization, coined the term “Fish Tank VR” in 1993 to overcome the seclusion created by other methods available at the time (Ware, Arthur, & Booth, 1993). Although Fish Tank Virtual Reality (known as Fish Tank VR from here on out) has been around for several decades, it has not received the same recognition as another form of viewing three-dimensional content— stereoscopy. Stereoscopy is defined as “exploiting human binocular vision to give the illusion of depth to objects in an image or video” (Autodesk, 2008). However, there are a number of issues surrounding stereoscopy; most notably are eye strain, headaches, fatigue, and binocular anomalies (Lambooij, Fortuin, IJsselsteijn, & Heynderickx, 2009). Fish Tank VR touts several distinct advantages that are worth noting. These systems utilize higher resolutions, more brightness, increased crispness of images, and are more comfortable to wear (Demiralp,

In this paper, the authors propose the use of an open- source programming environment called Processing © in first -year undergraduate engineering and technology education courses. Currently, there is significant use of proprietary commercial software in technology education. The use of such tools for teaching introductory graphics principles to students has resulted in a heavy dependence on commercial software, which in turn has financial implications for the educational institution. On the other hand, open-source pro- gramming languages (PL) reduce the financial burden for both institutions and students. Processing © is an open- source PL that can be used to teach basic programming and graphics concepts to first-year engineering/technology stu- dents. The syntax of Processing © is relatively straightfor- ward. Students can develop intermediate-level graphic ap- plications in a relatively shorter time period with less com- plexity. Also, Processing © can serve as a bridge to facilitate the subsequent transition to more advanced Object-Oriented Programming (OOP) languages like Java and C-Sharp as Processing © itself is built on OO principles. In this paper, the authors explain how to use Processing © to design and implement freshman-level graphics courses in the disci- plines of engineering and technology. The results presented show that students are receptive to the idea of learning the concepts of computer graphics using a programming medi- um. Overall, the results evince that the visual- and graphics- based lecture samples and lab exercises helped students learn complex concepts.

This study examines the use of an engineering design and information systems case study over a three week period in a senior level class covering the topics of product data management (PDM) and product lifecycle management (PLM). Students that have taken the course in the past have struggled with the sometimes nebulous and difficult to conceptualize concepts of both PDM and PLM. It was hoped that the application of a case study of this nature would help clarify the principles of these important topics. Students were assigned in groups to various roles as defined in the case, as well as given a specific scenario to examine. Their task was to analyze the case from a PDM/PLM perspective and provide solutions and recommendations that would resolve the issues their group/role faced. Upon conclusion of the project, the students were given a survey that caused them to reflect on the case and its possible benefits as an educational method. The results were promising, and showed that the students found the case to be very helpful in learning and understanding the principles of PDM/PLM. Mean scores from Likert instrument questions as well as comments from open-ended questions are shared in the paper. Although the study was limited to one class (n=18) of students in a specific topic of study, the implications for instruction strongly support the use of case studies and practical scenarios in technology education.

Large consumer suppliers, such as automotive manufacturers and retail companies, are beginning to implement augmented reality as part of their advertising strategy. Augmented reality (AR) is defined as the integration of digitally created media within an existing actual environment. This combination of virtual three-dimensional images within tangible surroundings provides unique sensory capabilities and communication opportunities. However, little research has been done on the true effectiveness of such ‘high-tech’ advertising methods. As a continuation of previous studies that examined the trends and directions of augmented reality technology and its potential application in visualization research and testing, a research study was implemented to examine effectiveness in augmented reality use in advertising. A qualitative assessment was completed that examined observers’ information retention and recall from augmented reality advertisements when compared to standard paper-based media. The results of this study are presented and discussed along with potential ramifications in various applications. Further research plans and recommendations are also discussed.

Relational modeling technologies are crucial in the control of complex surface-driven models in the aviation industry. There has not been exploration of relational design using the 3D modeling package Siemens NX5. For this project, two accurate models of an airframe from a historic aircraft were created using different techniques that both utilized relational modeling. These two methods were datum-based and sketch-based modeling approaches, and the models were qualitatively evaluated against each other with respect to a major aircraft manufacturer’s standards for computer modeling. In the Computer Graphics Technology curriculum at Purdue University, relational design techniques are based on the datum method, utilizing work planes in a skeleton structure to control the shape and position of components in an assembly. In contrast, the sketch-based method uses a single drawing file to control placement of components in an assembly using geometric primitives. The sketch method is a more modern process than the datum method, but both methods provide functional results. Advantages and disadvantages to each technique became apparent during testing; however, both methods offer the ability to maintain design intent and minimize rework due to relational modeling. The testing revealed that the datum method had a smaller total and per part file size, despite containing a greater number of parts. However, the sketch method was a more simple process to work with and featured significantly less parts, but took longer to load the model. The fact that both methods are used in industry make it a valuable tool for any design engineering student to learn, and integrating both methods into an engineering student’s education can only enhance comprehension of modeling techniques. Also, adjusting curricula to meet the demands of industry adds value to graduates entering the workforce. This paper examines the background and application of relational modeling technology in the aerospace industry, reviews the research involved in this study, and discusses the results and potential applications for the future.

This case is a narrative of the design, review, revision and implementation of an online training program for insurance brokers. The goal of the online training program is to develop advanced problem-solving knowledge and skills including communication abilities in trainees. The case is narrated from the perspective of the training manager with the reviewer’s comments included during the review cycle of implementation. The evaluative review is completed using cultural historical activity theory to identify contradictions in the training process. The purpose of the case is to identify the development of advanced knowledge and skills resulting from the online training program. The results of implementing an online training program include 1) reduction in turnover, 2) cost savings and 3) training benefits for the regional branch offices and the trainees.

Most of us admire the trait of creativity and many of us wish that we had more of this somewhat intangible trait. We encourage our students to be creative or tell them that they are not being creative enough, but how many of us actually foster the growth of creativity? Engineering and technology students often do not think of themselves as creative even though their occupations will require them to use a wide variety of problem solving skills in many different situations. If we accept that being creative is the means to produce and express new, novel and occasionally useful ideas then we should be able to apply this to our students. A creative thinker should be better equipped to find and define problems and implement the resulting solutions. There are almost as many theories about creative thinking as there are authors writing about the subject. This paper will examine some of the theories about creative thinking, the process, and some of the aspects of teaching and learning creativity.

The ability to solve problems is a skill that is highly valued and sought after by employers in many areas of industry. Graduates of engineering and engineering technology programs that come into the workforce with the training to provide solutions to problems are, therefore, in high demand. To provide students with this ability to look at issues in novel, inventive, and ingenious, ways, educators must include creativity-enhacning, inventiveness-developing exercises for the students into their curricula on a regular basis. Much research has been done on creativity development and creative problem solving applications, and many solutions have been proposed for educational situations, including directed design projects, junior- and senior-level design groups, team applications, semester projects, and 'open-ended' problem sets. Unfortunately, most of these high-end solutions are focused on upper division or senior-level students. This paper proposes a simple approach for including exercises into the freshman level classroom, to help first and second semester students approach problems and problem solving in novel and inventive ways. By working through these opportunities, the students' creative abilities begin to be developed, providing a stepping stone to more involved creativity developing exercises and projects, and resulting in early, confidence-building success in the problem solving area. Examples of typical exercises will be discussed, as well as student feedback to the exercises.

This study investigates the impact of peer feedback used as an instructional strategy to increase the quality of students' online postings. While peer feedback has been demonstrated to support students' learning in traditional classrooms, little is known about its efficacy in online discussions. To address this gap, we examined students' perceptions of the value of giving and receiving peer feedback, specifically related to the quality of discussion postings in an online course. In addition, we investigated the impact of that feedback by comparing the quality of students' postings, based on Bloom's taxonomy, from pre-course to post-course. Results suggest that the quality of students' postings was maintained through the use of peer feedback despite students' preferences for instructor feedback. Students noted that peer feedback can be valuable and, more importantly, described how giving peer feedback not only reinforced their learning but enabled them to achieve higher understanding.