AI helps you reading Science

AI generates interpretation videos

AI extracts and analyses the key points of the paper to generate videos automatically


pub
Go Generating

AI Traceability

AI parses the academic lineage of this thesis


Master Reading Tree
Generate MRT

AI Insight

AI extracts a summary of this paper


Weibo:
It is important to note that Augmented Reality-Dehaes magicbook achieved its main objective: participant students reached a basic level in their spatial abilities when they finished this short remedial course

Design and validation of an augmented book for spatial abilities development in engineering students

Computers & Graphics, no. 1 (2010): 77-91

Cited: 244|Views40
EI

Abstract

This paper presents an application of augmented reality for improving spatial abilities of engineering students. An augmented book called AR-Dehaes has been designed to provide 3D virtual models that help students to perform visualization tasks to promote the development of their spatial ability during a short remedial course. A validatio...More

Code:

Data:

0
Introduction
  • Development of spatial skills by engineering students is directly linked to future success in their professional work [1], [35], [47] and is critical to understand the contents of engineering graphics subjects [49][50]
  • This capability can be described as the ability to picture three-dimensional shapes in the mind’s eye.
Highlights
  • Development of spatial skills by engineering students is directly linked to future success in their professional work [1], [35], [47] and is critical to understand the contents of engineering graphics subjects [49][50]
  • Our experience and other results from the scientific community [2] indicate that there are many valid approaches to stimulate the development of the spatial ability, but there is an important factor that must not be overlooked: what technological profiles can we find in current freshmen engineering students? Nowadays, students are accustomed to managing technologies like Internet, 3D videogames, mobile phones, MP3 players and other technological gadgets
  • A short remedial course based on the didactic content of Augmented Reality-Dehaes for developing spatial abilities will be analyzed, and the paper ends with the analysis of a validation study performed with 24 Mechanical Engineering freshmen to verify the effectiveness of the designed augmented book
  • We have concluded that a simple and cheap hardware setup that only requires a PC equipped with a webcam is an effective tool to promote spatial abilities development, as the validation study shows
  • The remedial course carried out in the validation study had a positive impact on studentsspatial ability
  • It is important to note that Augmented Reality-Dehaes magicbook achieved its main objective: participant students reached a basic level in their spatial abilities when they finished this short remedial course
Methods
  • The validation study was carried out in a computer lab equipped with standard PCs with a 2.80 GHz Pentium IV processor, 2 Gb of RAM and running the Windows XP operative system.
  • The first day a faculty member introduced, in ten minutes, the course structure and objectives, using an explanatory video to give a basic background in Engineering Graphics, needed to understand and complete the training exercises.
  • A ten minute demo of the AR book was performed, where the students could test the augmented book behaviour and usage.
  • Each level is associated to a unique training session.
  • Students during the training session have to work independently without any assistance from the teacher.
  • For open ended questions, such as those in Level 5, where the students create perspective sketches from an orthographic view, the students could use the augmented book to verify their sketches against the virtual 3D models
Results
  • After adjusting for covariates, it is checked again that there was a significant difference between control group and training AR group on the gain scores, F1,46=7.47, p=0.009 (MRT) and F1,46=6.55, p=0.014 (DAT-5:SR).
Conclusion
  • Conclusions and future works

    Augmented books are a promising technology to provide students with added value contents with respect to traditional books, giving new life to traditional paper and pencil exercises.
  • It is important to note that AR-Dehaes magicbook achieved its main objective: participant students reached a basic level in their spatial abilities when they finished this short remedial course.
  • They obtained a mean value of 38.46 (7.05) points in DAT-5, and 27.71 (7.83) points in MRT, that compared positively with other reference values for freshmen engineering students:
Tables
  • Table1: Construct3D and AR-Dehaes comparison
  • Table2: Description of “level 1” exercises. Task 1.1. Identification of surfaces. Orthographic views. (10 exercises)
  • Table3: Description of “level 2” exercises. Task 2.1. Identification of orthographic views. (12 exercises)
  • Table4: Description of “level 3” exercises. Task 3.1. Recount (9 exercises)
  • Table5: Description of “level 4” exercises. Task 4.1. “Missing view” exercises. (12 exercises)
  • Table6: Description of “level 5” exercises. Task 5.1. Perspective sketching from orthographic views. (6 exercises)
  • Table7: Pre-tests results: mean scores, standard deviation (SD), and sample size (n)
  • Table8: Analysis of variance for MRT and DAT-5:SR between groups
  • Table9: Pre and post-test results: mean and standard deviation
  • Table10: Level of significance comparing pre vs. post-test scores (MRT and DAT-5:SR) within each group
  • Table11: ANCOVA. Analysis of Covariance for Post-MRT
  • Table12: ANCOVA. Analysis of Covariance for Post-DAT-5:SR
  • Table13: Multiple Range Tests for MRT Gain by Group
  • Table14: Multiple Range Tests for DAT-5:SR Gain by Group
Download tables as Excel
Reference
  • Adánez GP, Velasco AD. Predicting academic success of engineering students in technical drawing from visualization test scores. Journal of Geometry and Graphics 2002; 6(1): 99–109
    Google ScholarLocate open access versionFindings
  • Alias M, Gray DE, Black TR. Attitudes towards sketching and drawing and the relationship with spatial visualisation ability in engineering students. International Education Journal 2002; 3(3):165–75
    Google ScholarLocate open access versionFindings
  • Alias M, Black TR, Gray DE. Effect of instruction on spatial visualization ability in civil engineering students. International Education Journal. 2002; 3(1):1–12
    Google ScholarLocate open access versionFindings
  • ARiSE project web site: http://www.arise-project.org/ (last accessed 21-04-2009)
    Findings
  • ARToolKit web site: http://www.hitl.washington.edu/artoolkit/ (last accessed 21-04-2009)
    Findings
  • Azuma R. A survey of augmented reality. Presence: Teleoperators and Virtual Environments 1997; 6(4): 355–85
    Google ScholarFindings
  • Baños R.M., Botella C., Alcañiz M., Liaño V., Guerrero B. Rey B. Immersion and emotion: their impact on the sense of presence. CyberPsychology and Behavior 2004; 7(6): 734–741
    Google ScholarLocate open access versionFindings
  • Baños R.M., Botella C., Rubió I, Quero S., García-Palacios, A., Alcañiz M. Presence and emotions in virtual environments: the influence of stereoscopy. CyberPsychology and Behavior 2008; 11( 1): 1–9
    Google ScholarLocate open access versionFindings
  • Bennett G, Seashore H, Wesman. A differential aptitude tests. The Psychological Corporation, New York 1947 (Spanish official version: Handbook of the DAT-5. Madrid: TEA Ediciones; 2007
    Google ScholarFindings
  • Billinghurst M, Kato H, Poupyrev I. The MagicBook—moving seamlessly between reality and virtuality. IEEE Computer Graphics and Applications 2001; 21 (3): 6–8.
    Google ScholarLocate open access versionFindings
  • Billinghurst M. Augmented reality in education, new horizons for learning 2002; available at http://www.newhorizons.org/strategies/technology/billinghurst.htm
    Findings
  • Bolonia Process in Spain. http://www.crue.org/espacioeuropeo/Adaptarsistuni/index.html (last accessed 21-04-2009)
    Findings
  • Brainstorm eStudio website: http://www.brainstorm.es/pages/estudio.html
    Findings
  • CONNECT project web site: http://www.ea.gr/ep/connect/ (last accessed 21-04-2009)
    Findings
  • Contero M, Naya F, Company P, Saorín JL, Conesa J. Improving visualization skills in engineering education. IEEE Computer Graphics and Applications 2005; 25(5): 24–31
    Google ScholarLocate open access versionFindings
  • Contero M., Company P., Saorín JL., Naya F. Learning support tools for developing spatial abilities in engineering design. International Journal Engineering and Education 2006; 22(3): 470–77.
    Google ScholarLocate open access versionFindings
  • CREATE project web site: http://www.cs.ucl.ac.uk/research/vr/Projects/Create/ (last accessed 21-04-2009)
    Findings
  • Crown SW. Improving visualization skills of engineering graphics students using simple Javascript web based games. Journal of Engineering Education 2001; 90(3): 347–55.
    Google ScholarLocate open access versionFindings
  • Dünser A, Steinbügl K, Kaufmann H, Glück J. Virtual and augmented reality as spatial ability training tools. In: Proceedings of the 7th ACM SIGCHI New Zealand Chapter's International Conference on Computer-Human Interaction; 2006. p. 125–32.
    Google ScholarLocate open access versionFindings
  • Durlach NI, Allen G, Darken R, Garnett RL, Loomis J, Templeman J, von Wiegand TE. Virtual environments and the enhancement of spatial behavior: towards a comprehensive research agenda. Presence: Teleoperators and Virtual Environments 2000; 9(6):593–615
    Google ScholarLocate open access versionFindings
  • Feng J., Spence I. Playing an action video game reduces gender differences in spatial cognition. Psychological Science 2007; 18(10): 850-55.
    Google ScholarLocate open access versionFindings
  • Fiala M. ARTag revision 1, a fiducial marker system using digital techniques 2004; Tech Rep. NRC 47419/ERB-1117 available at: http://www.iit-iti.nrc-cnrc.gc.ca/iit-publications-iti/docs/NRC-47419.pdf
    Findings
  • Guven B. and Kosa T. The effect of dynamic geometry software on student mathematics teachers' spatial visualization skills. Turkish Online Journal of Educational Technology 2008; 7(4):100–107.
    Google ScholarLocate open access versionFindings
  • Hannafin R. D., Truxaw M. P., Vermillion J. R., and Liu Y. J. Effects of Spatial Ability and Instructional Program on Geometry Achievement. Journal of Educational Research 2008; 101(3):148-56.
    Google ScholarLocate open access versionFindings
  • Hartman NW, Connolly PE, Gilger JW, Bertoline GR, Heisler J. Virtual reality-based spatial skills assessment and its role in computer graphics education. In: In ACM SIGGRAPH 2006 Educators Program; 2006. p. 46. DOI=http://doi.acm.org/10.1145/1179295.1179342
    Locate open access versionFindings
  • Juan MC, Beatrice F, Cano J. An augmented reality system for learning the interior of the human body. In: Proceeding of the 8th IEEE Int. Conf. on Advanced Learning Technologies; 2008. p. 186–88
    Google ScholarLocate open access versionFindings
  • Kaufmann H, Schmalstieg D. Mathematics and geometry education with collaborative augmented reality. Computers & Graphics 2003; 27(3): 339–45
    Google ScholarLocate open access versionFindings
  • Kaufmann H, Steinbügl K, Dünser A, Glück J. General training of spatial abilities by geometry education in augmented reality. Annual Review of CyberTherapy and Telemedicine: A Decade of VR 2005; 3: 65–76.
    Google ScholarFindings
  • Linn M, Petersen A. Emergence and characterization of sex differences in spatial ability: a meta-analysis. Child Development 1985; 56(6): 1479–98
    Google ScholarLocate open access versionFindings
  • Lohman DF, Kyllonen PC. Individual differences in solution strategy on spatial tasks. In: Dillon DF, Schmeck RR, editors. Individual differences in cognition, Academic Press New York; 1983, p.105–35
    Google ScholarLocate open access versionFindings
  • Lord TR. Enhancing the visuo-spatial aptitude of students. Journal of Research in Science Teaching 1985; 22(5): 395–405
    Google ScholarLocate open access versionFindings
  • Martín-Dorta N, Saorín JL, Contero M. Development of a fast remedial course to improve the spatial abilities of engineering students. Journal of Engineering Education 2008; 97(4):505–13
    Google ScholarLocate open access versionFindings
  • Milgram P, Kishino F. A taxonomy of mixed reality visual displays. IEICE Transactions on Information Systems 1994; E77-D(12): 1321–29.
    Google ScholarLocate open access versionFindings
  • Milgram P, Takemura H, Utsumi A, Kishino F. Augmented reality: a class of displays on the reality-virtuality continuum. In: Proceedings of SPIE Conference on Telemanipulator and Telepresence Technologies; 1994, p. 282–92.
    Google ScholarLocate open access versionFindings
  • Miller C. A Historical review of applied and theoretical spatial visualization publications in engineering graphics. Engineering Design Graphics Journal 1996; 60(3): 12–33
    Google ScholarLocate open access versionFindings
  • Mohler JL. Using interactive multimedia technologies to improve student understanding of spatially-dependent engineering concepts”. In: Proceeding of the International GraphiconConference on Computer Geometry and Graphics; 2001, p. 292–300.
    Google ScholarLocate open access versionFindings
  • Moré JJ. The Levenberg-Marquardt algorithm: implementation and theory”, Lecture Notes in Mathematics 1978; 630: 105–16
    Google ScholarLocate open access versionFindings
  • Olkun S. Making connections: improving spatial abilities with engineering drawing activities. International Journal for Mathematics Teaching and Learning 2003; available at www.cimt.plymouth.ac.uk/journal/sinanolkun.pdf
    Locate open access versionFindings
  • Pellegrino J, Alderton D, Shute V. Understanding spatial ability. Educational Psychologist 1984; 19(3):239–53
    Google ScholarLocate open access versionFindings
  • Pérez-Carrión T, Serrano-Cardona M. Ejercicios para el desarrollo de la percepción espacial, Editorial ECU; 1998
    Google ScholarFindings
  • Pintaric T. An adaptive thresholding algorithm for the augmented reality toolkit. In: Proceeding CD of the 2nd IEEE Intl. Augmented Reality Toolkit Workshop (ART03); 2003.
    Google ScholarLocate open access versionFindings
  • Potter C, Van der Merwe E. Perception, imagery, visualization and engineering graphics. European Journal of Engineering Education 2003; 28(1): 117–33.
    Google ScholarLocate open access versionFindings
  • Quaiser-Pohl C, Geiser C, and Lehmann W. The relationship between computer-game preference, gender, and mental-rotation ability. Personality and Individual Differences 2006; 40(3):609-619.
    Google ScholarLocate open access versionFindings
  • Rafi A, Anuar K, Samad A, Hayati M, and Mahadzir M. Improving spatial ability using a web-based virtual environment. Automation in Construction 2005; 14(6):707-15.
    Google ScholarLocate open access versionFindings
  • Rafi A, Samsudin KA, and Ismail A. On improving spatial ability through computer-mediated engineering drawing instruction. Educational Technology & Society. 2006; 9(3):149-59.
    Google ScholarLocate open access versionFindings
  • Schmalstieg D, Fuhrmann A, Hesina G, Szalavari Z, Encarnaçao LM, Gervautz M, Purgathofer W. The Studierstube augmented reality project. Presence: Teleoperators and Virtual Environments 2002; 11(1): 33–54
    Google ScholarLocate open access versionFindings
  • Sorby SA. Developing 3-D spatial visualization skills. The Engineering Design Graphics Journal 1999; 63(2): 21–32
    Google ScholarLocate open access versionFindings
  • Spanish Official State Gazette. http://www.boe.es/boe/dias/2009/02/18
    Findings
  • Tai DWS, Chen MC, Tsai TA, and Lai LC. Study on the effectiveness of different feedback styles of computer assisted learning on the performance of engineering drawing. 4th Baltic Region Seminar on Engineering Education, Seminar Proceedings. 2000; 165-68.
    Google ScholarLocate open access versionFindings
  • Tai DWS, Sun SH, and Chen CP. A study of multimedia computer-assisted instruction on problem solving ability and learning performance in engineering drawing. 5th UICEE Annual Conference on Engineering Education, Conference Proceedings. 2002; 199-203.
    Google ScholarLocate open access versionFindings
  • Tallyn E, Frohlich D, Linketscher N, Signer B, Adams G. Using paper to support collaboration in educational activities. In: Proceedings of the Conference on Computer Support For Collaborative Learning; 2005, p. 672–76
    Google ScholarLocate open access versionFindings
  • Thurstone LL. Primary mental abilities. University of Chicago Press, Chicago; 1938
    Google ScholarFindings
  • Ucelli G, Conti G, De Amicis R, Servidio R. Learning using augmented reality technology: Multiple means of interaction for teaching children the theory of colours. In: Proceeding of the 1st Int. Conf. for Intelligent Technologies for Interactive Entertainment; Lecture Notes in Computer Science 2005; 3814:192–202
    Google ScholarLocate open access versionFindings
  • Vandenberg SG, Kuse AR. Mental rotations: a group test of three-dimensional spatial visualisation. Perceptual and Motor Skills 1978; 47(6): 599–604
    Google ScholarLocate open access versionFindings
  • Visit The Bologna process. Web site: http://www.ond.vlaanderen.be/hogeronderwijs/bologna/ (last accessed 21-04-2009)
    Findings
  • Yue J, Chen D. Does CAD improve spatial visualization ability? American Society for Engineering Education Annual Conference and Exposition conference proceedings 2001. Retrieved September 28, 2008 from www.asee.org/acPapers/code/getPaper.cfm?paperID=3553
    Locate open access versionFindings
  • Zhang Z. A flexible new technique for camera calibration. IEEE Transactions on Pattern Analysis and Machine Intelligence 2000; 22(11):1330–4.
    Google ScholarLocate open access versionFindings
0
Your rating :

No Ratings

Tags
Comments
数据免责声明
页面数据均来自互联网公开来源、合作出版商和通过AI技术自动分析结果,我们不对页面数据的有效性、准确性、正确性、可靠性、完整性和及时性做出任何承诺和保证。若有疑问,可以通过电子邮件方式联系我们:report@aminer.cn