Virtual reality and its effect on spatial ability: a case study focused on the teaching of descriptive geometry

Abstract

This study describes a case study on the use of Virtual Reality (VR) in the teaching of Descriptive Geometry (DG) for engineering students. The objective was to develop a VR learning experience that improves Spatial Ability (SA) using a non-immersive 3D environment that facilitates the two-dimensional representation of the intersection of solids. This quasi-experimental work used a group defined as an experimental group that participated in a workshop on the intersection of polyhedrons and the intersection of surfaces of revolution using VR as a means to interact with the intercepted solids, while a second group, the control group, developed the same topics with two-dimensional images of the intercepted solids. The evaluation instrument measured the dimensions of mental rotation and mental folding, this was applied to both groups at the beginning and at the end of the workshop, managing to measure their SA for the rigid and non-rigid transformation of objects. Statistical analysis allowed us to identify a significant difference in favor of the experimental group, concluding that the workshop developed based on the use of VR had a positive effect on the SA of the students who participated in the study.