Comparison of spatial visualization skills in two approaches to entry-level graphic courses

Abstract

This paper evaluates possible benefits in offering an entry level engineering graphics course in one of two options: as a course where drafting and solid modeling is included, or as a course where only solid modeling is included. In both approaches, the main objective is to improve students' visualization skills, and both courses are offered with the use of software packages. Traditional projection drafting material is referred to as 2D material, and solid modeling material is referred to as 3D material. The reason for the study is that the trend in the past couple of decades, across engineering and engineering technology programs, has been to move from the typical 2D (drafting) course content to a 3D (solid modeling) course content. Some institutions have completely switched their approach, and some other institutions now have a hybrid offering (i.e., drafting and solid modeling in the same course). Results from this study have relevance in defining course content, particularly with the trend of including 2D and 3D in one single course. This study looks specifically at a hybrid approach and a solid modeling approach. These two courses are offered a two different institutions that follow semester terms. The objective pursued is to identify any possible benefit, from the point of view of improved spatial visualization skills, from either of these two approaches. The visualization aptitude of the students was measured by administering the standard PSVT: R test before and after 2D and 3D topics were covered in the courses. Test results and demographic information was collected and included in the statistical analysis. The statistical results of the comparison are presented and indicate that, although there are some numerical differences between the two approaches, particularly in the area of standard deviations, they are not statistically significant to make a claim about any improvement in visualization skills due to the use of a hybrid course content, or the use of a solid modeling-only course content, or to the demographic factors studied.