YaBeSH Engineering and Technology Library

    • Journals
    • PaperQuest
    • YSE Standards
    • YaBeSH
    • Login
    View Item 
    •   YE&T Library
    • ASCE
    • Journal of Professional Issues in Engineering Education and Practice
    • View Item
    •   YE&T Library
    • ASCE
    • Journal of Professional Issues in Engineering Education and Practice
    • View Item
    • All Fields
    • Source Title
    • Year
    • Publisher
    • Title
    • Subject
    • Author
    • DOI
    • ISBN
    Advanced Search
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Archive

    Use of Tangible and Augmented Reality Models in Engineering Graphics Courses

    Source: Journal of Professional Issues in Engineering Education and Practice:;2011:;Volume ( 137 ):;issue: 004
    Author:
    Yi-Chen Chen
    ,
    Hung-Lin Chi
    ,
    Wei-Han Hung
    ,
    Shih-Chung Kang
    DOI: 10.1061/(ASCE)EI.1943-5541.0000078
    Publisher: American Society of Civil Engineers
    Abstract: Engineering graphics courses are typically a requirement for engineering students around the world. Besides understanding and depicting graphic representation of engineering objects, the goal of these courses is to provide students with an understanding of the relationship between three-dimensional (3D) objects and their projections. However, in the classroom, where time is limited, it is very difficult to explain 3D geometry using only drawings on paper or at the blackboard. The research presented herein aims to develop two teaching aids; a tangible model and an augmented reality (AR) model, to help students better understand the relationship between 3D objects and their projections. Tangible models refer to the physical objects which are comprised of a set of differently shaped pieces. The tangible model we developed includes eight wooden blocks that include all the main geometrical features with respect to their 3D projections. The AR models are the virtual models which can superimpose 3D graphics of typical geometries on real-time video and dynamically vary view perspective in real-time to be seen as real objects. The AR model was developed using the ARToolKitPlus library and includes all the geometrical features generally taught in engineering graphics courses or technical drawing courses. To verify the effectiveness and applicability of the models we developed, we conducted a user test on 35 engineering-major students. The statistical results indicated that the tangible model significantly increased the learning performance of students in their abilities to transfer 3D objects onto two-dimensional (2D) projections. Students also demonstrated higher engagement with the AR model during the learning process. Compared to using the screen-based orthogonal and pictorial images, the tangible model and augmented reality model were evaluated to be more effective teaching aids for engineering graphics courses.
    • Download: (589.6Kb)
    • Show Full MetaData Hide Full MetaData
    • Get RIS
    • Item Order
    • Go To Publisher
    • Price: 5000 Rial
    • Statistics

      Use of Tangible and Augmented Reality Models in Engineering Graphics Courses

    URI
    http://yetl.yabesh.ir/yetl1/handle/yetl/60337
    Collections
    • Journal of Professional Issues in Engineering Education and Practice

    Show full item record

    contributor authorYi-Chen Chen
    contributor authorHung-Lin Chi
    contributor authorWei-Han Hung
    contributor authorShih-Chung Kang
    date accessioned2017-05-08T21:42:52Z
    date available2017-05-08T21:42:52Z
    date copyrightOctober 2011
    date issued2011
    identifier other%28asce%29ei%2E1943-5541%2E0000089.pdf
    identifier urihttp://yetl.yabesh.ir/yetl/handle/yetl/60337
    description abstractEngineering graphics courses are typically a requirement for engineering students around the world. Besides understanding and depicting graphic representation of engineering objects, the goal of these courses is to provide students with an understanding of the relationship between three-dimensional (3D) objects and their projections. However, in the classroom, where time is limited, it is very difficult to explain 3D geometry using only drawings on paper or at the blackboard. The research presented herein aims to develop two teaching aids; a tangible model and an augmented reality (AR) model, to help students better understand the relationship between 3D objects and their projections. Tangible models refer to the physical objects which are comprised of a set of differently shaped pieces. The tangible model we developed includes eight wooden blocks that include all the main geometrical features with respect to their 3D projections. The AR models are the virtual models which can superimpose 3D graphics of typical geometries on real-time video and dynamically vary view perspective in real-time to be seen as real objects. The AR model was developed using the ARToolKitPlus library and includes all the geometrical features generally taught in engineering graphics courses or technical drawing courses. To verify the effectiveness and applicability of the models we developed, we conducted a user test on 35 engineering-major students. The statistical results indicated that the tangible model significantly increased the learning performance of students in their abilities to transfer 3D objects onto two-dimensional (2D) projections. Students also demonstrated higher engagement with the AR model during the learning process. Compared to using the screen-based orthogonal and pictorial images, the tangible model and augmented reality model were evaluated to be more effective teaching aids for engineering graphics courses.
    publisherAmerican Society of Civil Engineers
    titleUse of Tangible and Augmented Reality Models in Engineering Graphics Courses
    typeJournal Paper
    journal volume137
    journal issue4
    journal titleJournal of Professional Issues in Engineering Education and Practice
    identifier doi10.1061/(ASCE)EI.1943-5541.0000078
    treeJournal of Professional Issues in Engineering Education and Practice:;2011:;Volume ( 137 ):;issue: 004
    contenttypeFulltext
    DSpace software copyright © 2002-2015  DuraSpace
    نرم افزار کتابخانه دیجیتال "دی اسپیس" فارسی شده توسط یابش برای کتابخانه های ایرانی | تماس با یابش
    yabeshDSpacePersian
     
    DSpace software copyright © 2002-2015  DuraSpace
    نرم افزار کتابخانه دیجیتال "دی اسپیس" فارسی شده توسط یابش برای کتابخانه های ایرانی | تماس با یابش
    yabeshDSpacePersian