Do spatial abilities impact the learning of 3-D solid modeling software?

Abstract

With the prolific use of 3-D solid modeling packages, should engineering graphics courses designed to improve spatial visualization skills continue to be an important foundation topic in engineering education? Does a person's spatial ability influence their ability to learn and use 3D solid modeling packages? In the fall of 2005, a study was undertaken at Michigan Technological University to answer these questions. Two different tests were administered at the beginning of an introductory engineering course to determine the students' level of spatial ability: the Purdue Spatial Visualizations Test: Rotations and the Mental Cutting Test. In the introductory engineering course, students receive five class periods of instruction in engineering graphics (isometric sketching, orthographic projection, rotations, and other topics) and three class periods of instruction in a 3-D solid modeling package. Some of the students received instruction in engineering graphics before learning 3-D modeling software, and some after. Upon completion of the 3-D solid modeling module, students filled out a questionnaire to assess their ease of learning and using the modeling software. The questionnaire was related to a common assignment and asked students to track the amount of time they spent completing the assignment, how much help they needed, and how difficult they found the assignment to be. Students were also asked to compare their ability to use the software and their ease in learning the software with their teammates'. Correlation analyses were performed to determine if a person's spatial ability is correlated to his/her ability to effectively learn to use the 3-D solid modeling package and to determine if spatial visualization instruction prior to 3-D modeling instruction improves student success with learning the modeling package. The findings from this study are presented in this paper. © American Society for Engineering Education, 2006.