Techniques used to Improve Spatial Visualization Skills of Students in Engineering Graphics Course: A Survey <s> V. LITERATURE REVIEW <s> This article brings up the point that 3-D spatial visualization skills are vital to graphics education. Instructors of graphics education, even though they have highly advanced spatial skills, rarely have the proper training on what spatial skills are or how the development of spatial skills takes place. As a result one must try to have a better understanding of spatial abilities. There are many interpretations as to what spatial skills really are and there is in therefore no one universal definition. As a way to better understand spatial abilities, Maier places them into five categories. The categories are spatial perception, spatial visualization, mental rotations, spatial rotations, and spatial orientation. These categories are vast. As a result of their vastness many of the categories overlap. Another step towards better understanding spatial skills involves differentiating how spatial skills are used while completing a task. Tartre makes a classification for how spatial skills are used while performing a task. The spatial skills are either used as spatial visualization that involves mentally moving the object, or as spatial orientation, which involves mentally moving the object. If the task involves spatial visualization then mental rotation can take place, which involves the entire object, or mental transformation can occur, which only involves part of an object. Visual thinking is a way to understand spatial skills. McKim offers the viewpoint that visual thinking occurs by three kinds of imagery. They are what one sees, what one can imagine, and what one can draw. All of these images interact with one another. Spatial skills are developed primarily in three different stages. This can be see be Piaget's theory on development. In the first stage, two dimensional, topological, skills are acquired. In the second stage, an understanding of 3-D objects, projective skills, from different viewpoints is achieved. Finally in the third stage, there is an understanding of area, volume, distance, translation, rotation and reflection, which is combined with projective skills. Spatial skills are evaluated in a variety of ways. There are tests that assess a person's projective skill level. Examples of these would be the Mental Cutting Test and the Differential Aptitude Test: Spatial Relation. Other tests assess mental rotation. Examples of mental rotation tests are the Purdue Spatial Visualization Test and the Mental Rotation Test. Results of these evaluations show mixed results as to whether there are gender differences in spatial skills. In order to enhance spatial skills, one must not only work with 3-D images, but they must also use concrete models and sketching. Overall I thought this article was very informative. It presented the information in a clear and concise manner. I summarized the information that I thought was especially useful for this class. The article really made me think how important it is not only to have spatial skills, but also to have an understanding of them. <s> BIB001 </s> Techniques used to Improve Spatial Visualization Skills of Students in Engineering Graphics Course: A Survey <s> V. LITERATURE REVIEW <s> This article discusses the current use of virtual reality tools and their potential in science and engineering education. One programming tool in particular, the Virtual Reality Modeling Language (VRML) is presented in light of its applications and possibilities in the development of computer visualization tools for education. VRML can be combined with other software development tools to create interactive dynamic computer graphics to assist in the teaching and understanding of scientific and technological principles. One contribution of this article is to present software tools and provide examples that may encourage educators to develop virtual reality models to enhance teaching in their own discipline <s> BIB002 </s> Techniques used to Improve Spatial Visualization Skills of Students in Engineering Graphics Course: A Survey <s> V. LITERATURE REVIEW <s> AbstractResearchers have found that 3D spatial skills are critical to success in a variety of careers, particularly in engineering and science. For engineering, the ability to mentally rotate objects in space has been found to be of particular importance. Unfortunately, of all areas of cognition, 3D spatial skills still exhibit some of the most robust gender differences favouring males, and the most pronounced gender differences are in the area of mental rotations. For this reason, poorly developed 3D spatial skills could be a hindrance to the success of women in engineering. University educators are quick to recognise deficiencies in math and chemistry, and many US universities have developed remediation programs for students with weaknesses in these areas. At a time when we are actively recruiting women for engineering programs, however, it is important to consider all possible barriers to their success. At Michigan Technological University (MTU), we have been offering a special course aimed at improvin... <s> BIB003 </s> Techniques used to Improve Spatial Visualization Skills of Students in Engineering Graphics Course: A Survey <s> V. LITERATURE REVIEW <s> Abstract In the actual curriculums of engineering degrees in the framework of the European Higher Education Area (EHEA), the spatial vision skill is considered as a competence that should be developed by students. The teachers of Graphic Design are struggling to achieve that students develop those tasks which require spatial visualization and reasoning abilities. This is the source of interest for developing and validating applications and procedures which might be included in the curriculum of Graphic Engineering for providing the students with good levels of spatial skill. This paper presents a satisfaction study about the tools and didactic material designed to evaluate the effect of attending several intensive remedial courses based on three different methodologies: Virtual Reality (VR), Augmented Reality (AR) and Portable Document Format 3D (PDF3D) intended to improve the spatial ability of freshmen engineering students. <s> BIB004 </s> Techniques used to Improve Spatial Visualization Skills of Students in Engineering Graphics Course: A Survey <s> V. LITERATURE REVIEW <s> In this paper, we present a functional prototype of an interactive multi-touch book with drawing capabilities, intended to enhance the understanding of engineering graphics concepts and improve visualization skills. Our multi-touch book combines textual elements with rich media content and interactive exercises to allow students to practice technical sketching in an environment that simulates traditional paper-based drawings and tools. Additionally, finished drawings can be submitted to the instructor via email directly from the digital book, which facilitates management tasks. A comparative study of traditional and digital sketching using our prototype was conducted with a small group of participants to evaluate the effectiveness of the tool. Preliminary results show positive reactions and acceptance. <s> BIB005 </s> Techniques used to Improve Spatial Visualization Skills of Students in Engineering Graphics Course: A Survey <s> V. LITERATURE REVIEW <s> Virtual reality offers new possibilities and new challenges for teaching and learning. For students in elementary mathematics, it has been suggested that virtual reality offers new ways of representing numeracy concepts in the form of virtual reality manipulatives. The main goal of this thesis is to investigate the effectiveness of using desktop virtual reality as a cognitive tool to enhance the conceptual understanding of numeracy concepts by elementary school children, specifically addition and subtraction. This research investigated the technical and educational aspects of virtual reality manipulatives for children beginning to learn numeracy by implementing a prototype mathematical virtual learning environment (MAVLE) application and exploring its educational effectiveness. ::: ::: ::: This research provides three main contributions. First, the proposed design framework for the virtual reality model for cognitive learning. This framework provides an initial structure that can be further refined or revised to generate a robust design model for virtual reality learning environments. Second, the prototyping and implementation of a practical virtual reality manipulatives application ‘MAVLE’ for facilitating the teaching and learning processes of numeracy concepts (integer addition and subtraction) was proposed. Third, the evaluation of conceptual understanding of students’ achievements and the relationships among the navigational behaviours for the desktop virtual reality were examined, and their impacts on students’ learning experiences were noted. ::: ::: ::: The successful development of the virtual reality manipulatives provides further confirmation for the high potential of virtual reality technology for instructional use. In short, the outcomes of this work express the feasibility and appropriateness of how virtual reality manipulatives are used in classrooms to support students’ conceptual understanding of numeracy concepts. Virtual reality manipulatives may be the most appropriate mathematics tools for the next generation. In conclusion, this research proposes a feasible virtual reality model for cognitive learning that can be used to guide the design of other virtual reality learning environments. <s> BIB006 </s> Techniques used to Improve Spatial Visualization Skills of Students in Engineering Graphics Course: A Survey <s> V. LITERATURE REVIEW <s> Abstract La Laguna University has been offering courses for the development of spatial skills since 2004. Each year since that time spatial ability of engineering students has been measured before and after the courses to check progress after each training session. We have developed a spatial skills training course based on augmented reality and graphic engineering contents, and designed the AR_Dehaes tool, which is based on its own library the uses computer vision techniques for incorporating visual objects through fiducial markers in the real world. <s> BIB007 </s> Techniques used to Improve Spatial Visualization Skills of Students in Engineering Graphics Course: A Survey <s> V. LITERATURE REVIEW <s> Abstract In the field of engineering, the best results can be obtained if we are able to interact with our models. Customers generally want to interact with models or designs for new products, so we are developing various alternatives for visualization, such as Virtual and Augmented Realities based on accurate models with no need of using specific software. In order to have a better and global knowledge of the various possibilities, in this paper we show the situation and capabilities of these technologies. From models developed with commercial programs and tools for industrial design, we propose a workflow to give everybody a chance to interact with these models. The sectors where these technologies are applied and the services offered are grouped together in industrial production systems and learning of related disciplines. But also promotion of 3D projects over the Internet can be done. This is the case of the MotoStudent project where the work done by designers to develop 3D models can be published easily on webpages allowing fully interaction to the user with no need of installing plugins. <s> BIB008 </s> Techniques used to Improve Spatial Visualization Skills of Students in Engineering Graphics Course: A Survey <s> V. LITERATURE REVIEW <s> This article presents a mobile Augmented Reality system, called DiedricAR, aimed at the learning of Descriptive Geometry. Thanks to its ability to recreate virtual models in real space, Augmented Reality is a technology suitable for making Descriptive Geometry comprehension and interpretation easier. The DiedricAR application allows students to learn in autonomously way by using their own mobile devices (smartphones and tablets), that work as Augmented Reality displays over training material (DiedricAR exercise workbook) specially designed for the new learning model defined by the European Higher Education System. Compared to some of the existing Augmented Reality systems used to learn Descriptive Geometry, DiedricAR offers the advantage of being specifically developed for mobile devices giving the students the possibility of using ubiquitous learning to its ultimate extent by interacting with the didactical content (i.e. showing the desired intermediate step when solving dihedral exercises). The presentation of DiedricAR is completed by exploring some key items such as the potential benefits for students' spatial ability, the relationship between application design and user experience, and software performance on several mobile devices. <s> BIB009
In this section, we present the previous studies used to facilitate the education of engineering students and improve their SVS and MRS. All the following studies used one or many of techniques, mental rotation strategies, a method of evaluations mentioned in section 3 and 4. Esparragoza in  , proposed to use two tutorials in many effective tools for the freshman students in Engineering College to teach and learn the engineering subjects in better methods rather than just based on textbooks. The two software tutorials are Visual Reasoning Tutorial and Orthographic Projection Tutor. Visual Reasoning Tutorial allows students to construct a solid model from two orthographic projections. The Visual Reasoning Tutorial has a glass box with the model inside it. The students need sweeping operations to construct that model. The first tutorial is Visual Reasoning Tutorial consist of many missing view problems to help students to complete the process of visual thinking and visual analysis. There is more than one solution possible for the same problem. The students can check their solutions by using assistant constructed in this tutorial. There are many sweeping operations in this tutorial with edges forming the face of a solid model. The students can have direct feedback after each sweeping and constructing operations. The second tutorial is Orthographic Projection Tutor. It is a software also designed for the freshman engineering students to start solving problems at the highest level. Each problem in this tutorial has many exercises about the concepts of orthographic projections. The Orthographic Projection Tutor made the concepts and issues related and linked based on the definitions and concepts in orthographic projection by using a learning network. The using of physical models in engineering graphics replaced in this research by those two tutorials Visual Reasoning Tutorial and Orthographic Projection Tutor. The tutorials constructed by using AutoCAD and SolidWorks software to enhance the visualization skills of 3D presented in engineering graphs for the students. On the other hand, the developed module was not enough to improve the visualization skills in engineering graphics. The proposed E-Learning module was like traditional books contain pictures and texts. Manseur in BIB002 , discussed the concepts of the VR and using of its tools in science in general and especially in www.ijacsa.thesai.org engineering education to encourage the using of visualization. The author presented software tools with many examples of using and developing the VR in sciences and engineering. The VRML discussed in this research with many languages that can integrate with it. To develop the using of VRML, new software tools integrated into a graphical programming language such as Visual C++, Visual Basic, Java, Labview or other. These tools with programming language have Graphical User Interface (GUI) to allow the students to interact with the VR model. In engineering education, the usage of 3D visualization will enhance the teaching and learning of excellent modeling and simulation methods. Spazz3D is one programming software package that used effectively by integrating it with VRML. It has GUI to seek the input from students and introduce the result in efficient methods. Using of VRML will assist the students to understand the six degrees of 3D space with a mathematical representation of a solid model. A small program called POS and RPY Animator created. The program allows the students to choose a solid model, entering the position and the value of orientation, and then having the virtual displays of the model. The students can move the object into its corresponding location. Using VRML with graphical programming language allows the animation of 3D objects either by the user action or automatically. The animation in VRML will support the visualization of moving systems. However, the program created in this research is just reflecting the vectors and the orientation of the 3D model in space. It lacks for the real visualization for the plans and the orthographic projection of a model. In  , Hong and Mie proposed a new method to allow interactive 3D elements to be added in Flash courseware. The authors construct this method by using ActionScript and library of Sandy and construct a 3D view of Sandy APIs and Flash functions management. The using of the new method implemented with engineering graphics courseware. The proposed method applied to engineering graphics. The example presented to show the teaching of the intersection curve using Flash courseware and to how the intersection curve will be when the two cylinders intersect. It allows students to translate the solid object in x, y, and Z-axes by using the keyboard. Also, it allows students to rotate the camera around the axis. This research presented a method to add interactive 3D elements into Flash courseware. SandyAPIs used to create the view of a 3D object in space. However, the proposed method needs to support to visualize the objects as real. It did not present the plans and projections of objects. Students still need to see, understand, and realize the model in space using VR. In BIB005 , Torre et al. proposed a functional prototype of the interactive multi-touch eBook with built-in digital capabilities drawing aimed at engineering graphics and visualization courses. The prototype targeted to enhance the concepts of engineering graphics and concepts of visualizations. The proposed multi-touch book consists of many exercises, textual elements, and rich media content to allow students to digitally sketching in the electronic environment like the traditional environments that include paper, pencil, and eraser. The proposed prototype combines both eBook and interactive multi-touch screen features. The multi-touch digital book allows students to visualize and interact 3D models contained in the eBook. The concepts are about orthographic projections and multi-view drawing. It included interactive sketching exercises. The study applied to iPad only using Apple"s iBooks. The prototype in a tablet is as widgets. The students can draw automatically on the screen as its real paper, and submit the solved exercises to the instructors immediately using e-mail. The widget that proposed consisted of many elements such as photo gallery, sketching environment, 3D models, and many exercises, videos to learn about covering orthographic, projection and multi-view drawings, and email to allow students to send exercises and assignments to the instructors and to get the feedback. To evaluate the proposed prototype, a comparative study made between two groups of students. The first group study using traditional tools, while the second group studies the course in one semester using the eBook multi-touch screen. Also, the authors made questionnaire about the prototype. The results showed positive reaction and approval. On the other hand, the prototype specified for iPad from Apple"s Company only. The students need to see and visualize the models as it in the real world with visual height and width to rotate its plans by students themselves as its touchable models. In BIB004 , Martin et al. aimed to develop educational material based on AR formats and several virtual. The authors also proposed to recognize how students behave while using teaching materials based on AR formats and several virtual, and checking if they are useful materials to improve their spatial skills and capabilities. The work presented three different technologies that are AR, VR, and PDF3D. The three techniques applied to three groups of students in the same classroom and the same level. One of these technologies applied to all three groups and then studied to find out the spatial ability progress of the student, and discovering the impact of the tool used in the acquisition of graphic design knowledge. There is a fourth group (control group) that will not use any of three technologies. They will use the traditional methodology of teaching and learn the concepts and models in engineering graphics that based on the textbook and real models only. The AR technology uses either direct or indirect view of a physical environment of the real world and uses a set of devices to combine virtual information and material information that already exists. This study uses distinct AR from VR. The exercise in this material based on AR constructed using BuildAR Pro AR application. BuildAR Pro AR allows to create scenes consists of the set of images or marks that modify a 3D object. After creating the scene, a webcam on the computer recognizes an image that related to the 3D model and showed it integrated into the real world. The portable document format included in PRO-X version. This material has many features that are an open standard, The authors present a pilot study to compare the results of improvement in spatial ability need for freshman engineering students. The research also showed a survey about satisfaction and motivation of the proposed methodology using the three technologies. The study did in the graphic design laboratory. Based on the results of motivations using a survey, the students reached a good level of development in the learning the visual skills. However, the students made inappropriate use of the strategies of the proposed technologies. They still need to the existence of instructor to guide them. Another study used AR technique by Gutierrez BIB009 suggested another solution using mobile augmented reality (MAR) instead of using desktop VR by AR. Gutierrez and his colleagues designed an application called DiedricAR based on MAR. The application aimed to use for descriptive geometry which based on (graphical language engineering). The application designed to support the autonomously and ubiquitous learning. The DiedricAR system used by students to learn how to solve dihedral exercises (drawing exercises) and showing 3D models based on its 2D orthographic in the workbook (augmented book). The workbook is the traditional book contains exercises and pages, but with the possibility to capture the exercise statement and showing it a solution with 3D models on the screen of smart devices. The DiedericAR consists of a workbook, models, and markers. The models are 3D models displayed on the screen of smart devices based on the orthographic projection exercises in the book. The system of smart devices applied to the DiedrcAR application Android and iOS. However, the system tested only on Android system that is "Samsung Galaxy Tab 10.1; Samsung Galaxy SII; Samsung GT-P-1000; Samsung Galaxy Ace; LG Optimus L3; Samsung Galaxy 3 GT i-5800". The DiedricAR system used by 20 students selected randomly. This group of a student called group B, while another group (group A) was not using the system. The Gropu A take the course with traditional materials only. Two mental tests used for both groups that are: PSVT: R and Differential Aptitude Test (DAT-5: SR): spatial visualization. Also, a questionnaire introduced to group B to assess them satisfy about the DiedricAR system. The grade of tests shows that group B improved by 17% more than another group (group A). On the other hand, the system still needs to support the tactile module. The students need to visualize the 3D models and their orthographic projection in virtual space as it is in the real world. The using of smart devices required using the camera and the textbook. Moreover, there are no need to use the handle drawing nowadays; especially we live in the technologies and technical world. Another research study in 2015 by Gutierreza et al. BIB007 aimed to create an AR based on the didactic content of engineering graphics course. The AR application was instead of traditional material such as traditional textbook, using paper and pencil, and modeling using SketchUp software, and online multimedia web-based exercises. The designing of AR application constructed by using AR, USB Camera (QuickCam Pro 9000), AR-Dehaes, and computer vision techniques. The AR application has many levels and exercises in the AR book. The AR application has software that displays 3D models on a computer screen by capturing it from the paper of the book. By capturing the model, it's constructed as it 3D model on a computer screen. Moreover, the levels of AR application have videos to explain the orthographic concepts and freehand sketching. The notebook of exercises contained on AR application. The exercises such as find wrong in 2D orthographic views, draw one view of orthographic projections based on existing two views of the same model and draw 3D models (perspective) based on the orthographic projections. The AR application designed for engineering students at the La Uaguna University in Spain. The experiment applied to the training group of students. The students tested two tests that are (DAT-5: SR Level 2) and (MRT). Also, the researchers introduce a survey for the students to evaluate the AR application (usability and satisfaction). The results of mental tests and questionnaire conclude that the training students have high marks and their spatial ability improved through the training system. On the other hand, the system focus on training the students how to draw 3D perspective with its projection views, while there are a lot of computer programs can do it easily and with less effort and time of works. Likewise, the students cannot scan and view the 3D models as it in real by rotating, translate, flying and zooming. The students still need to learn from the tactile model of learning (by the In  , the study used VR and one strategy of mental rotation strategies. This study used holistic mental rotation for both genders. That is, there is no any features for the 3D models. The rotation of 3D models was based on choosing a number of angels. It was website training contained many levels. The software and tools used for building the website were HTML, SQL database, Amazon server, and JavaScript. The hardware were laptops and desktop computers. The evaluation of this study used Revised PSVT: R test. The outcomes of this study were improving in students score of PSVT: R test. The "increase for males in the experimental group was 1.72 times greater than that of the comparison group (experimental group (N=75), and the comparison group (N=134))" and "The increase for females in the experimental group was 2.45 times greater than that of the comparison group. (experimental group (N=19), and the comparison group (N=29))". www.ijacsa.thesai.org On the other hand, the strategy of this training is supporting for the males more than females. The 3D models rotated in axes directions only and based on precise angles degree. The researcher used all models of PSVT: R in training. It should be two sets of models (training sets and testing sets). Another study to solve the problem of spatial visualization in engineering graphics is done by Olmedoa et al. BIB008 in 2015. Olmedoa and his colleagues assumed the necessary of interacting with 3D models to obtain good results. Olmedoa suggested building web3D for university-level students. To build web3D, the researchers aimed to use VR/AR, and they implemented it. The web3D contains many 3D models. It designed by many software and tools such as CAD, VRML, Catia, 3D website (browsers), X3DOM, Maya, 3D Studio, and Blender to form web3D for engineering students. By those tools, the researchers built VR/AR environment. Many universities connect to this web3D such as the University of the Basque Country. It allows students to interact the models by rotating it and moving it only without zooming the models. The web3D system (AR/VR system) used with other traditional techniques used in education, such as Blackboard, PowerPoint presentation, and textbooks. The system is used only in the labs of universities. After using the web3D by students, a survey introduced about the advantages and disadvantages of VR system based on web3D. The results were as the following:  70% and more of the students agreed with the advantages of the web3D system. It has improved the student"s spatial ability rather than imagining a 3D model when it's constant (printed) on paper.  70% and more were asking to have the system on their personal laptops and PCs, and in classrooms, not only in labs through university's connections.  50% of students was not agreed. They have opined that the system has disadvantages because the system does not offer permanently and not installed on their personal computers. They need to use and practice it at home. Moreover, they take the time to wait for the connection between university and web3D.  Also, the 50% students complain that the models cannot zoom for more viewing and scanning. Katsioloudis et al. in  , published research in 2016 about how to develop the spatial ability of engineering students using the impact of colored 3D models (by using colored 3D models). They assumed based on past researches that the information has color will improve the cognitive load and help students to get more information without losing it easily. So, the researchers suggest using colored 3D models instead of monochrome models (black or white models). However, the using of more color will negative effect spatial ability and cognitive load. This study aimed to use colored 3D models for three control groups of students that are: the first group used 3D printed model without color. The second group used the same printed 3D models, but also wearing blue glasses. The third group used PC contains 3D blue models with its shadow on the screen. The spatial visualization ability was measured using two data collection instruments that are MCT (MindConsciousness-Thought) and the creation of section view drawing. Then the results analyzed using ANOVA to find the mean and significant differences for each group. The results and the average of each group are very similar without significant differences. The researchers after concluding that there are no differences assumed that the spatial ability would improve only for students who have low ability. Moreover, the researchers believe that "the population used (engineering technology students) did not demonstrate a statistically significant difference in spatial abilities from the addition of the color because spatial skills were well developed in this population"  . On the other hand, the research lacked to use the VR to create models and allow students to visualize it, rotate it, and scan the models as in the real. There is a need to add a third channel of learning that is (tactile module) by using the hands. The previous research was based only on the visual module (using eyes only). There is a need to use all three channels of learning based on the VR model for Cognitive learning BIB006 . We assumed to use that model with affecting of brightness and shadow of color 3D models. Another prominent researcher is Sorby. She has been doing many types of research since 1999 till 2016 to improve the SVS of engineering students and comparing between the females" and males" skills when they are doing the mental rotation tests. In her researches  , BIB003 , BIB001 ,  ,  , she was trying to change the content of engineering courses. Also, changing the methods of teaching and using the modeling programs such as CAD programs to improve the SVS of students. The researcher did not yet introduce a training system specific for improving the MRS and independent of the contents of the course. However, the researcher concluded that there is a difference in MRS depends on the gender.