The effect of 3D-stereogram mobile AR on engineering drawing course outcomes among first-year vocational high schoolers with different spatial abilities

A Bloom’s taxonomy perspective

Bibliographic Data

ID21632793
AuthorsNicholas O Awuor (0000-0003-2158-1580, Graduate Institute of Digital Learning and Education, National Taiwan University of Science & Technology, Taipei, Taiwan, corresponding author), Cathy Weng (0000-0001-8095-8494, Graduate Institute of Digital Learning and Education, National Taiwan University of Science & Technology, Taipei, Taiwan), Isaac Manyonge Matere (0000-0001-5080-8516, Graduate Institute of Digital Learning and Education, National Taiwan University of Science & Technology, Taipei, Taiwan), Jeng-Hu Chen (Graduate Institute of Digital Learning and Education, National Taiwan University of Science & Technology, Taipei, Taiwan), Dani Puspitasari (0000-0002-2686-294X, Petra Christian University), Khanh Nguyen Phuong Tran (0000-0001-9344-699X, Graduate Institute of Digital Learning and Education, National Taiwan University of Science & Technology, Taipei, Taiwan)
Year2022
Pages1-19
Publication date2022-12-28
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueInteractive Learning Environments (JOURNAL)
Journal identifiersISSN: 1049-4820 • E-ISSN: 1744-5191
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/10494820.2022.2158477
OpenAlexW4313418473
LanguageEN
Citations received3
References cited40

Engineering drawing is valuable in capturing geometric features, conveying engineering ideas, and creating a blueprint of the intended product. Engineering students usually perform orthographic projections, imagining a 3D situation and sketching its 2D representation. That requires imagination and mental visualization, determined by the learner’s spatial ability. This study proposes the infusion of an AR stereogram mobile application into an engineering drawing course to establish how it influences learning outcomes among students with different spatial abilities. The quantitative experimental study involved two mechanical engineering classes in northern Taiwan, N = 69 first-year vocational high schoolers. Statistical analysis revealed that the experimental group with high spatial ability recorded better results and excellent drawing skills. Bloom’s taxonomy categorization reported that spatial ability influenced “understanding” and “applying” levels, with the strongest effect on “understanding.” Although no significant interaction existed, learning outcomes were highly affected by spatial ability in “understanding” and “applying” levels and AR in the overall performance. The findings and discussions show AR holds great potential to enhance students’ spatial ability for real-time visualization and enables better concept comprehension by improving their understanding of engineering topics. Future studies should consider these implications in creating effective and immersive learning environments for different courses in engineering education

Categorization · Cognition · Comprehension · Engineering education · Human–computer interaction · Mathematics education · Pedagogy · Spatial Ability · Visualization · Vocational education · Augmented Reality Applications · Computer Science · Engineering · Psychology · Spatial Cognition and Navigation · Virtual Reality Applications and Impacts · Artificial Intelligence

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