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 in the teaching of descriptive geometry for engineering students. The objective was to develop a learning experience with virtual reality that improves spatial ability, a non-immersive 3D environment was used with the purpose of facilitating the two-dimensional representation in the intersection of solids. This quasi-experimental work used a first group defined as an experimental group that participated in a workshop on the intersection of polyhedrons and the intersection of surfaces of revolution using virtual reality as a means to interact with the intercepted solids, while a second group, the control group developed the same issues with two-dimensional images of 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 spatial ability for the rigid and non-rigid transformation of objects. Statistical analysis allowed identifying a significant difference between the experimental and control groups, concluding that the developed workshop had a positive effect on the spatial ability of the groups of students participating in the study.
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References
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