Dayana et al., Virtual Environment Courseware in Engineering Drawing to Enhance Students’
Visualization Skills
Virtual Environment Courseware in Engineering Drawing to
Enhance Students’ Visualization Skills
Dayana Farzeeha Ali
Universiti Teknologi Malaysia, Malaysia
[email protected]
Ahmad Nabil Md Nasir
Universiti Teknologi Malaysia, Malaysia
[email protected]
Yahya Buntat
Universiti Teknologi Malaysia, Malaysia
[email protected]
Asnul Dahar Minghat
Universiti Teknologi Malaysia, Malaysia
[email protected]
Mohd Nur Khafiz Hussin
Universiti Teknologi Malaysia, Malaysia
[email protected]
Mahani Mokhtar
Universiti Teknologi Malaysia, Malaysia
[email protected]
Mohd Safarin Nordin
Universiti Teknologi Malaysia, Malaysia
[email protected]
Abstract: Virtual environment for education have been discussed in various ways. A virtual
learning environment plays an important role in one of the main aims of education and it is designed
to educate the user either in school level or at higher learning institutions. On the other hand,
visualization skills are very important in engineering field and it is positively correlated with
achievement in engineering disciplines. This study examined the effect of virtual environment
courseware in learning engineering drawing toward students’ visualization skills. The finding of this
study revealed that the virtual environment courseware teaching method is able to encourage students
to participate actively in teaching and learning. Therefore, it is recommended that lecturers use this
method in teaching, particularly for specific topics in engineering drawing that require students to
master the visualization skills.
Introduction
A virtual learning environment (VLE) is a set of teaching and learning tools designed to
enhance a student's learning experience by including computers in the learning process (Lloyd et al.,
2009). Virtual environment in education acts as a visualization tool where students are able to
visualize the problem in 3D representation form. However, students face difficulty in understanding
the fundamental concept of engineering drawing where it is require the students to have high ability of
visualization skills, think creatively and observe precisely (Dayana, 2013). In engineering drawing,
there are many concepts students need to understand and master in before they are able to understand
and solve the engineering drawing problem because by not having these ability will deter them from
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Dayana et al., Virtual Environment Courseware in Engineering Drawing to Enhance Students’
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explaining the phenomena given correctly (Mohd Safarin, 2008; Dayana, 2013; Azaman Ishar et. al.,
2009). The utilization of new computer technologies as teaching courseware, in particular, graphic
systems and especially those relating to three-dimensional (3D) modeling, generate a very positive
contribution to improve the transmission of thoroughly correct technical information and to
understand the spatial configuration in their environment. Nowadays, virtual environment courseware
in education system is disperse and minimal, yet promising.
Background of Study
Visualization is a way of thinking in which images produced in the recall of the memory
(Ahmad Rizal, 2009; Sorby, 2007). Among the definitions given, they include the ability of mental
cutting skills, mental rotation skills, combining 2D object skills, mental development skill, mental
folding skill and transformation of 3D to 2D skills to manipulate the mental images and the ability to
interpret visual information in the brain (Safarin, 2009; Sorby, 2007; Contero et. al., 2005; Wiley,
1990). The problem that exists as in today whereby the lecturers face difficulties to develop student’s
understanding of the dynamic learning content by using static media such as sketches on the
blackboard or through printed modules (Dayana, 2013; Ashwin, 2004; Bullough, 1988). The
conventional teaching approach in the learning process causes the student to face difficulties to
memorize and understand back what they have failed to do so in the classroom. With the development
of information technology and communication, there are changes that have been applied in the
teaching method where as from the conventional teaching method to teach and learn based on
electronic (Piccoli et. al., 2001; Connolly, 2005). The appropriate approach should be taken into
account in order to apply the right technique in teaching engineering drawing. As an example, the
virtual environment approach can be applied in order to increase student’s understanding in the
concept of engineering drawing and visualization skills. This approach created by reality technology
in which students are able to participate actively and directly interact with the virtual environment.
Therefore, a research should be conducted to figure out how far this technology gives positive effect
towards the student’s visualization skills.
Therefore, the objective of this study is to determine the effect of virtual environment
courseware in teaching engineering drawing toward student’s visualization skills. This is necessary to
determine the level of visualization skills among students who pursuing their study in engineering
program.
Research Questions
Previous studies have shown that learning by using animation exhibits better performance
than conventional learning (Ahmad Rizal, 2009; Eun-mi & Andre, 2003; Zol Bahri, 2004, Park &
Hopkins, 1993, Kappe et al., 1993; Reiber, 1989). By using multimedia as a teaching tool, it could
have effect on student visualization skills and achievement in learning. (Maizam, 2002; Yuwaldi
Away, 2002, Lai, 2001, Mayer, 2001; Knight, 2000). Thus, the purpose of this research was to
investigate the effectiveness of using the virtual environment courseware in teaching engineering
drawing. The research questions are based on the background of this study. These questions include:
1. What are the students’ levels of mental cutting skills and mental rotation skills before being
exposed to the virtual environment courseware?
2. Is there any improvement of students’ level in mental cutting skills and mental rotation skills
after being exposed to the virtual environment courseware?
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Dayana et al., Virtual Environment Courseware in Engineering Drawing to Enhance Students’
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Conceptual framework
Figure 1 showed the conceptual framework in this study. Virtual environment courseware
which contains animation and multimedia elements is seen to have a strong basic theory in order to
fulfill the Atkinson-Shiffrin Memory Theory (Atkinson & Shiffrin, 1971). Using VE learning tools, it
will help the teaching process in delivering information with more effectiveness compared to text. For
example, pictures can be easily memorized and recognized rather than list of text. In contrast, the
using of conceptual or static presentation is less effective (Paivio, 1969). Therefore, the use of
multimedia and simulation environment learning in the learning process is more effective compared to
other conventional teaching methods. The development of virtual environment courseware is based
on the cognitive theory of multimedia derived by Mayer (2002) and ADDIE model which include
analysis, design, development, implementation, and evaluation (Alutu, 2006). ADDIE instructional
design model is a generic model and a systematic approach in the form of designing teaching process.
This model helps to ensure effective learning outcomes are as expected by the objectives of teaching.
ADDIE model consists of five phases, which are analysis, design, development, implementation and
evaluation. The effectiveness of teaching engineering drawing with the virtual environment
courseware is determined based on the measurement of students’ visualization skills after using virtual
environment courseware. A pre- test and post- test design is used to determine the visualization skills
using short version of the visualization test.
Pre-test
ADDIE
Instructional
Design Model
Teaching and learning using
virtual environment courseware
Post-test
Cognitive
Theory of
Multimedia
derived by
Mayer (Mayer,
2002)
Atkinson- Shiffrin
Memory Theory
(Atkinson & Shiffrin,
1971)
Student’s visualization skills
Figure 1: Conceptual framework
Study Methodology
This visualization skills study was conducted at Universiti Teknologi Malaysia, Skudai
Campus. The students from Bachelor of Engineering were the respondents for this study. In order to
identify the student’s level in visualization skills, this study applied 2 standard visualization tests on
the visualization skills and their components towards the students of engineering courses. This study
consisted of pre-test and post-test where this study was conducted to make a comparison before and
after the learning process. The pre-test was given to the students to obtain the level of visualization
skills before undergoing treatment. Next, the respondents were given treatments which are teaching
engineering drawing using virtual environment courseware. After the treatment, the respondents were
asked to sit for the post-test. The instrument used for the study was adopted from the instrument called
Mental Cutting Test (MCT) and Purdue Spatial Visualization Test: Rotation (PSVT: R). Paired
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Dayana et al., Virtual Environment Courseware in Engineering Drawing to Enhance Students’
Visualization Skills
samples t-test was used to determine whether there is a significant difference between mean scores of
pre-test and post-test.
This study used Imsovision (Immersive Software ViSualizatION) in developing the virtual
environment courseware. Imsovision is a system that supports program understanding and
development through software visualization. Thus, it makes use of all the special features of such
environments. For example, this system provides 3D navigation, collaborative problem solving,
immersive environment and many more.
In this study, Mental Cutting Test (MCT) Purdue Spatial Visualization Test: Rotation (PSVT:
R) used in this study are the standard achievement tests that have been certified by previous
researchers (Scribner and Anderson, 2005; Sorby and Baartmans, 2000; Magin and Churches, 1994)
which have high validity and reliability. MCT test is used to to test the ability of visualize cross
section of 3D object while PSVT:R is to test the ability of mentally rotate 3D object. This instrument
also was go through the pilot study to test the realibility of the test . Table 1 shows the Alpha
Cronbach value of the intruments used in this study.
Table 1: Alpha Cronbach value for the research instrument
Instrument
Alpha Cronbach Value
Short Version MCT
0.803
Short Version PSVT:R
0.802
Findings
The Skill of Visualize Cross Section of 3D Object and Mentally Rotate 3D Object
among the Respondents Before and After Exposed to Virtual Environment
Courseware
Table 2: Paired samples test for MCT pre-test and post-test
Paired Differences
Mean
MCT
PRE MCT
POST
24.8300
Std.
Std.
Error
Deviation Mean
12.3222
2.2497
95% Confidence
Interval of the
Difference
t
Lower
Upper
29.4312
-20.2288 -11.037
Sig.
(2tailed
df
)
29
.000
Paired sample test result in table 2 showed that there was an increase MCT scores (M=24.830,
SD= 12.322) among the respondents in the experimental group after they had received teaching in
engineering drawing using virtual environment courseware. The increase was significant at the t (29)
=-11.037, p < 0.05. The findings of the analysis show the null hypothesis is rejected as the value of p
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Dayana et al., Virtual Environment Courseware in Engineering Drawing to Enhance Students’
Visualization Skills
is smaller than the value α (p = 0.00 <0.05). It shows that, there are significant difference in the mean
score of visualize cross section of 3D object skills in the group.
Table 3: Paired samples test for PSVT:R pre-test and post-test
Sig.
Paired Differences
Mean
PSVT:R
PRE PSVT:R
POST
-9.0000
Std.
Deviatio
n
14.5210
Std.
Error
Mean
2.6512
95% Confidence
Interval of the
Difference
Lower
Upper
-14.4222
3.5778
t
df
(2tailed)
3.395
29
.002
Paired sample test result showed that there was an increase PSVT: R scores (M=-9.000, SD=
14.521) among the respondents in the experimental group after they had received teaching in the
engineering drawing using the virtual environment courseware. The increase was significant at the t
(29) =-3.395, p < 0.05. The findings of the analysis show the null hypothesis is rejected as the value of
p is smaller than the value α (p = 0.00 <0.05). It shows that, there are significant differences in the
mean score of mentally rotate 3D object skills in the group.
Figure 2: Mean score of MCT and PSVT: R pre-test and post-test
The result in figure 2 shows that after the students have received teaching engineering
drawing using the virtual environment courseware, the study found that there is an enhancement in
visualization skill of engineering students. This study found that there are significant differences in
skills of visualizing cross section of 3D object and mentally rotating 3D object of students who are
exposed to teaching engineering drawing using the virtual environment courseware. Thus, teaching
engineering drawing using the virtual environment courseware has succeeded in enhancing
student’s visualization skills.
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Dayana et al., Virtual Environment Courseware in Engineering Drawing to Enhance Students’
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Discussions
Students who received the virtual environment courseware in teaching engineering drawing
have skill of visualizing cross section of 3D object and mentally rotating 3D object higher than
before they were exposed to this approach. This shows that teaching engineering drawing using the
virtual environment courseware gives a positive impact to the student in improving their
visualization skills especially in visualizing cross section of 3D object and mentally rotating 3D
object. New and innovative approaches to using technology, including the use of various hardware
and software, has shifted the paradigm and introduced nontraditional methods teaching and learning
(Bertoline & Wiebe, 2005). Education using the virtual environment approach can move the user
sense to be involved in the learning process. The involvements of more than one sense give positive
impact in the learning process (Santangelo & Tomlinson, 2009).
According to Antonacci et al., (2008), participation in a virtual environment enables
students to experience a difficult learning environment which is accessible, including operating
equipment simulation, design and creating a simulation environment. Besides that, study by Metz et
al. (2012) found that poor spatial-visualization skills task can directly affect perception of selfefficacy. Nowadays, virtual environment mainly consists of visual experiences, which is displayed
on a computer screen or by using specific display devices but, some virtual environment includes
additional sensory devices, such as speakers or headphones (Burdea & Coiffet, 2003; Abdul Rahman
and Abdul Rashid, 2008). According to Rozinah (2000) and Ahmad Rizal (2009), the development
of information technology in the 21st century causes the teaching and learning is not only physical
occurrences such as in the classroom, but has switched to some other methods that include the virtual
learning environment where teacher role is as a facilitator only during teaching and learning process.
Conclusion
The study shows that, virtual environment courseware has a positive impact in enhancing
visualization skills of engineering students at Universiti Teknologi Malaysia, Skudai. The
visualization skills seem to be required in engineering problem that require high visualization skills.
The findings from this study support the conclusion that the virtual learning environments become one
of the key factors in the delivery of education in the higher learning institutions. It is also an exposure
and encouragement to the lecturer in the use of computer technology and skills competency. Thus,
teaching and learning by using virtual environment courseware is one of the alternative methods to
create a catalyst for productivity and quality in technical education such as engineering drawing. It is
hoped that this study can be a guideline and source of inspiration for other researchers to improve the
quality of teaching and learning in the education system, especially in the technical and vocational
education towards a better quality of education. In conclusion, this study enables to increase the
quality of education, especially technical and engineering education to the level that is prestigious and
world-class standard.
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Acknowledgements
I would like to extend my gratitude to all those who are involved in this research. It is hoped that this
paper will contribute to the development of engineering education research, particularly in Malaysia
and among the international community in general.
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