Collaborative Graphic Simulation Experience Through Project-Based Learning to Develop Spatial Abilities
Metadatos
Mostrar el registro completo del ítemAutor
Fecha
2022Materia/s
Materia/s Unesco
Resumen
Engineering and architecture education deals with a great challenge, to develop students' spatial abilities. Although there is an innumerable list of three-dimensional CAD software that seems to overcome this need, the ability to mentally visualize their ideas allows providing solutions faster and in greater detail. At the same time, graphic subjects need to adapt teaching to favor skills such as teamwork and problem solving, while students face how to understand theoretical content that is abstract to them. This research explores a collaborative graphic simulation proposal through Project-Based Learning that responds to the set of needs to determine if the graphic simulation of a real object can improve the spatial skill. The quasi-experimental research involved 29 undergraduate engineering students. The CoGraphS scale was designed and validated to measured student perception towards their involvement in a collaborative graphic simulation and MRT and DAT tests were applied to measure pre and post spatial and mental rotation skills. Descriptive analysis and Student's t statistic were applied to define the sample perception and to verify the improvement of spatial abilities. Multiple linear regression analysis was conducted to examine correlations among PBL variables and students' satisfaction with the process, result, motivation and communication. The results provide evidence of a positive relationship between the experience and the improvement of spatial skills. The manuscript contributes and discusses the influence of a series of variables that have not yet been widely discussed in the PBL in engineering.
Engineering and architecture education deals with a great challenge, to develop students' spatial abilities. Although there is an innumerable list of three-dimensional CAD software that seems to overcome this need, the ability to mentally visualize their ideas allows providing solutions faster and in greater detail. At the same time, graphic subjects need to adapt teaching to favor skills such as teamwork and problem solving, while students face how to understand theoretical content that is abstract to them. This research explores a collaborative graphic simulation proposal through Project-Based Learning that responds to the set of needs to determine if the graphic simulation of a real object can improve the spatial skill. The quasi-experimental research involved 29 undergraduate engineering students. The CoGraphS scale was designed and validated to measured student perception towards their involvement in a collaborative graphic simulation and MRT and DAT tests were applied to measure pre and post spatial and mental rotation skills. Descriptive analysis and Student's t statistic were applied to define the sample perception and to verify the improvement of spatial abilities. Multiple linear regression analysis was conducted to examine correlations among PBL variables and students' satisfaction with the process, result, motivation and communication. The results provide evidence of a positive relationship between the experience and the improvement of spatial skills. The manuscript contributes and discusses the influence of a series of variables that have not yet been widely discussed in the PBL in engineering.
