Torner. J, Alpiste F, Brigos M.
Abstract:
We propose using Immersive Virtual Reality activities to improve the spatial ability of engineering students based on the study of solid geometry. The work group is selected randomly from among all the students registered for the 1st term course Graphic Expression and Computer-Aided Design (GECAD) at the Barcelona College of Industrial Engineering (EUETIB). A total of 60 participants completed three activities (6 h) in VR, using head-mounted display (HMD) glasses. Another group of students (30) made up the control group, which carried out only the learning activities that were common to all students, in a SolidWorks 3D non-immersive solid modeling software environment. Spatial abilities are assessed using the Differential Aptitude Test: Spatial Relations Subset (DAT:SR) and the Purdue Spatial Visualization Test: Rotations (PSVT:R). Previous studies have demonstrated a close correlation between successful comprehension of the Graphic Engineering course contents and high scores on the DAT:SR test. The greatest correlation was found between the DAT:SR pre-test and the solid geometry exam (test and 3D modeling exercises). We propose measuring spatial abilities before and after the classroom activities and looking for correlations between the spatial perception tests (DAT:SR and PSVT:R) and academic results in solid geometry. Furthermore, we also wish to determine the students" opinion with regard to the proposed activities. This would permit us to recommend and incorporate the use of VR in order to improve spatial abilities, in particular for those students with lower levels of spatial abilities, as measured by a DAT:SR or PSVT:R.