Augmented Reality: Bridging the Inclusivity Gap in Engineering Graphics Education through Spatial Skills Enhancement

Lulu Sun; Magesh Chandramouli; Kai Jun Chew

Download Paper | Permalink

Conference: 2024 South East Section Meeting
Location: Marietta, Georgia
Publication Date: March 10, 2024
Start Date: March 10, 2024
End Date: March 12, 2024
Tagged Topic: Diversity
Page Count: 9
DOI: 10.18260/1-2--45508
Permanent URL: https://peer.asee.org/45508
Download Count: 46

Request a correction

Paper Authors

biography

Lulu Sun Embry-Riddle Aeronautical University - Daytona Beach

visit author page

Dr. Lulu Sun is a Professor in the Department of Engineering Fundamentals at Embry-Riddle Aeronautical University (ERAU) in Daytona Beach, FL, where she has been teaching for 17 years. Dr. Sun earned her Ph.D. in Mechanical Engineering from the University of California, Riverside in 2006. Before joining ERAU, she worked as a fire engineer for Arup in Los Angeles, California. Dr. Sun focuses particularly on educational innovation to improve the learning experience of STEM students. She encourages an entrepreneurial mindset to foster innovation and creativity in her gamified flipped classroom. She is a member of the ASEE. Dr. Sun has published over 50 journal and conference articles, and her papers were awarded the Chair's Award and two Media Showcase Awards within the ASEE Engineering Design Graphics Division (EDGD) in the past. Since 2015, she has held various positions within the ASEE EDGD, including Director of Communications, Vice Chair, Chair, Conference Program Chair, and Senior Past Chair.

visit author page

author page

Magesh Chandramouli Purdue University Northwest orcid.org/0000-0002-3500-0946

author page

Kai Jun Chew Embry-Riddle Aeronautical University - Daytona Beach

Download Paper | Permalink

Abstract

Engineering graphics course, as a gateway engineering course is normally taken by engineering students in their freshman year. It covers freehand sketching of 2D and 3D representation of objects and basic CAD modeling techniques. Many students, especially females and individuals from lower socioeconomic status (SES) groups struggle in this course because they do not know how to visualize the object spatially using spatial skills, which has been correlated to high-level problem-solving ability and linked to success in STEM. Spatial skills had never been explicitly taught at pre-college and college levels. It also indicated that spatial skills as cognitive skills can be improved if the appropriate constructive exercises as supports are offered. With engineering consistently experiencing low participation from historically minoritized groups, spatial skills provide a crucial opportunity to aid in retention efforts among these students. Past research has shown a sex gap and socioeconomic influence in spatial skills, with evidence pointing to lack of support and exposure to these students before they enter college for engineering. In this NSF funded research project, an augmented reality (AR) application will be developed to enhance students’ visualization skills. A colored interactive model along with animation will offer students a step-by-step 3D immersive learning experience. Students can use smart devices to scan a provided image in which the application would augment a 3D render. Students can study how to rotate a 3D object or convert a 3D isometric view to a 2D orthographic projection or vice versa. The developed application will display visual aids like highlighting and shading to guide students in analyzing lines and surfaces and understanding the relationship between the lines and surfaces. Furthermore, the application incorporates gamification elements, turning learning into an engaging and interactive experience. y emphasizing the connections between lines and surfaces through color codes and interactive animations, students can build their spatial skills while solving problems. This innovative approach not only helps students develop effective study strategies but also empowers them to tackle challenges systematically. This innovative application will help students establish good study strategies and will guide students step-by-step to tackle problems. This 3D immersive gamified learning becomes extremely important and may contribute to retaining more females and low-SES students in STEM field.

Citation
Format

Sun, L., & Chandramouli, M., & Chew, K. J. (2024, March), Augmented Reality: Bridging the Inclusivity Gap in Engineering Graphics Education through Spatial Skills Enhancement Paper presented at 2024 South East Section Meeting, Marietta, Georgia. 10.18260/1-2--45508

TY - CPAPER
AB - Engineering graphics course, as a gateway engineering course is normally taken by engineering students in their freshman year. It covers freehand sketching of 2D and 3D representation of objects and basic CAD modeling techniques. Many students, especially females and individuals from lower socioeconomic status (SES) groups struggle in this course because they do not know how to visualize the object spatially using spatial skills, which has been correlated to high-level problem-solving ability and linked to success in STEM. Spatial skills had never been explicitly taught at pre-college and college levels. It also indicated that spatial skills as cognitive skills can be improved if the appropriate constructive exercises as supports are offered. With engineering consistently experiencing low participation from historically minoritized groups, spatial skills provide a crucial opportunity to aid in retention efforts among these students. Past research has shown a sex gap and socioeconomic influence in spatial skills, with evidence pointing to lack of support and exposure to these students before they enter college for engineering.
In this NSF funded research project, an augmented reality (AR) application will be developed to enhance students’ visualization skills. A colored interactive model along with animation will offer students a step-by-step 3D immersive learning experience. Students can use smart devices to scan a provided image in which the application would augment a 3D render. Students can study how to rotate a 3D object or convert a 3D isometric view to a 2D orthographic projection or vice versa. The developed application will display visual aids like highlighting and shading to guide students in analyzing lines and surfaces and understanding the relationship between the lines and surfaces.
Furthermore, the application incorporates gamification elements, turning learning into an engaging and interactive experience. y emphasizing the connections between lines and surfaces through color codes and interactive animations, students can build their spatial skills while solving problems. This innovative approach not only helps students develop effective study strategies but also empowers them to tackle challenges systematically.
This innovative application will help students establish good study strategies and will guide students step-by-step to tackle problems. This 3D immersive gamified learning becomes extremely important and may contribute to retaining more females and low-SES students in STEM field.

AU - Lulu Sun
AU - Magesh Chandramouli
AU - Kai Jun Chew
CY - Marietta, Georgia
DA - 2024/03/10
PB - ASEE Conferences
TI - Augmented Reality: Bridging the Inclusivity Gap in Engineering Graphics Education through Spatial Skills Enhancement
UR - https://peer.asee.org/45508
DO - 10.18260/1-2--45508
ER -