Assessing the 3D Visualisation Skills of Engineering Students and Developing Techniques

Abstract – Mark Milne, Senior Lecturer, University of Brighton, Division of Engineering and Product Design

Assessing the 3D visualisation skills of engineering students and developing techniques for support

3D visualisation or spatial skills are a critical component to engineering and design studies, and yet in many cases these skills are not assessed in any formal way prior to undergraduate entry, or support offered for students that find their first attempts at engineering drawing or design sketching challenging. Some students come with some competence in drawing and art, others arrive on engineering course because they have had strong analytical and numerical skills. Indeed, the educational background of the students means that some students may be at a disadvantage at the start of their engineering and design studies.Indeed there is evidence that gender and cultural differences are also factors in the early development of these skills.

‘Researchers have found that 3D spatial skills are critical to success in a variety of careers, particularly in engineering and science’ (Sorby, 2007).

‘Spatial visualization or the ability to perform complex mental manipulation of objects has been established as a predictor of success in several technology related disciplines.’ (Strong and Smith, 2001)

‘Several factors including age, gender, individual differences and experiences impact visualization ability’ (Strong and Smith, 2001)

The aim of this study was to investigate the 3D visualisation skills of a group of engineering students undertaking a first year BEng course in Mechanical engineering. It had been noted that some students arrive on the engineering course with a mix of abilities in drawing and visualisation, and that difficulties in 3D visualisation could prove to be a barrier for progress within the course.

Difficulties in visualising objects in 3D can lead to issues in interpreting and creating engineering drawings and components, as well as problems visualising forces, effects and other concepts relating to the physical world.

A study was carried out using tests to assess the students competence in visualising and manipulating 3D images from 2D representations. The scores were analysed and a group of students identified with potential problems. Solidworks models and rapid prototyped parts were used to support the students in additional sessions to assess the nature of their difficulties and improve their competence in this area. Periodic formative assessments were carried out to look for improvements and gauge the effectiveness of the support. The results provided clear tools for assessment and support for future teaching.

References

Sorby, S.A., 2007, “Developing 3D spatial skills for engineering students”, Australasian Journal of Engineering Education, Vol 13 No 3, pp. 1-11.

Strong, S., Smith, R., 2001, “Spatial Visualization: Fundamentals and Trends in Engineering Graphics”, Journal of Industrial Technology, Vol 18, Number 1 pp. 2 – 6.