Engineering Design Graphic Journal (ASEE - American Society for Engineering Education)
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Active Learning in Engineering Graphics: An Analysis of Self-Efficacy for At-Risk and Not At-Risk Students
Get PDFPart of a more extensive National Science Foundation-funded study, this study presents the findings and analysis of the effect on three-dimensional modeling self-efficacy (3DSE) by the inclusion of online active learning modules (ALM). Using multiple datasets, we found that the use of ALM in an introductory engineering graphics course, closed a gap in 3DSE scores between majority and minority students, populations historically underrepresented in engineering. Although limited to a single university, the results support that the inclusion of active online learning may address an important construct known to be a factor in academic success and persistence in engineering
A Study on the Role of Computer-aided Design in Design Creativity and Education
Get PDFThe efficiency and popularity of computer-aided design (CAD) packages have been continually improving over the past couple of decades. Most of the graduating engineers are proficient in their use and prefer using CAD models instead of simple freehand sketches to communicate their ideas. While these CAD models can enable better visualization of the initial designs, some of the prior studies highlight a few disadvantages of using those for the initial stages of engineering design. Some of the critical concerns raised by observational studies include constrained thinking and design fixation while using CAD models. Motivated by the scarcity of empirical evidence regarding the use of CAD models in engineering design practice and education, this paper reports a studyconducted in a freshman design classroom where students are instructed to generate a creative idea using CAD models as their medium of representation. One group of students are given a simple example while another is given one with more detailed features. The presence of example features in the designs they generated is compared against that of a control group. The results show that while generating ideas in a CAD package, the students fixate on example designs and this fixation is more significant when the example is more detailed. Unlike physical prototypes, CAD models do not offer immediate feedback on the designs which might prompt students to keep their ideas with fixated features
Can Virtual Reality Enhance User Performance and Experience by Reducing an Individual’s Cognitive Workload?
Get PDFRecent developments in Virtual Reality (VR) technology have prompted the manufacturing industry and software vendors to investigate VR’s potential for process enhancement. In this paper, we present a study to investigate whether using VR could reduce an individual’s cognitive workload during the process of programming an indus­trial robot. The rationale of the study and the design of the experiment are discussed first. The results, including time taken to accomplish the given tasks and the quality of the path plans, are then presented, along with the results from a user experience survey. We conclude this paper with the discussion of the findings and the plans for future study. 
Cooperative Dynamic Approach in Engineering Teaching: Same Content and Trend Towards Better Result
Get PDFThis article shows the benefits of active learning compared to traditional learning. It proves the importance of a fruitful discussion between peers. It is a sample of methodological change with no curricular change. It also shows the overall satisfaction of the students, who achieved an equal or better academic performance than the students in the traditional learning environment. At the Faculty of Engineering in Bilbao, Engineering Graphics is a collegiate subject and it is assessed using a final exam. In the 2015/2016 and 2016/2017 academic years, didactic interventions were carried out, introducing active methodologies in the experimental group, keeping the same content and evaluation as the control group. It is important to mention that the subject of Engineering Graphics is taught in large groups and with novel students of first course of engineering. A cooperative dynamic (jigsaw) was selected. The main feature of this method is that the students’ knowledge is developed by themselves and the teacher does not explain any theory and practice linked to the subject. The teacher advises students in their learning process. The quantitative and qualitative analysis of the data collected shows that the use of a coopera­tive dynamic has a positive effect on the learning process of the students
Confirmatory Factor Analyses of the PSVT: R with Data from Engineering Design Graphics Students
Get PDFThe Purdue Spatial Visualization Test: Visualization of Rotations (PSVT: R) is a widely used assessment of spatial ability. In this report, the factor structure of the PSVT: R test items was examined through confirmatory factor analysis with data from 541 engineering design graphics students. Stata 15 and Mplus 8.2 statistical software were used to examine a hypothesized 30 item one-factor model. Upon initial examination, data from engineering design graphics students produced a poor model-fit for the hypothesized one-factor 30 item model in both statistical programs. Respecified one-factor models with 10 test items and eight test items produced acceptable model-fit for the data employing Stata 15 and Mplus 8.2, respectively
Analysis of Blended and Multi-modal Instruction and its Effects on Spatial Visualization Ability
Get PDFFor the last decade, remedial spatial visualization training has been offered to first-year engineering students in traditional classroom settings where students attend class and interact face-to-face with an instructor and peers. An alternative to the traditional pedagogical approach is a multi-modal blended learning format that combines in-class instruction with videos that can be viewed at the student’s convenience. The new setting affords students the opportunity to repeatedly revisit the basic instruction at the time and place of their choosing. This case study investigated student outcomes in a blended multi-modal Introduction to Spatial Visualization course that integrated video lectures; free-hand sketching techniques, sketching outdoors, Computer-aided-design (CAD) instruction, and 3D printed artifact manipulation. There was a statistically significant improvement on two (pre-to-post) spatial measures and performance on a drawing task
