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Interactive learning management system to develop spatial visualization abilities
Author(s) -
Melgosa Pedrosa Carlos,
Ramos Barbero Basilio,
Baños García M. Esther
Publication year - 2015
Publication title -
computer applications in engineering education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.478
H-Index - 29
eISSN - 1099-0542
pISSN - 1061-3773
DOI - 10.1002/cae.21590
Subject(s) - visualization , computer science , graphics , multimedia , learning management , computer graphics , test (biology) , software , human–computer interaction , computer graphics (images) , artificial intelligence , paleontology , biology , programming language
An Interactive Learning Management System (ILMS) is presented, which functions as a web‐based Spatial Visualization Ability (SVA) learning support tool for students of engineering graphics and as a management tool for teachers to track student learning. This software is designed to fill the gaps in student knowledge, giving them more uniform spatial visualization abilities when enrolling on University Engineering degrees. The ILMS_SVA consists of: (1) a Content Management System (CMS); (2) a preliminary level assessment test; (3) a web‐based tool for exercise management and self‐assessment incorporating a 3D viewer that functions as an interactive tutorial (IT), allowing the manipulation of 3D objects in every exercise; (4) a database. It is designed for three types of users (student, teacher, and administrator), and has been validated with engineering graphics students at the University of Burgos (Spain) by means of experimental trials in the classroom and a user satisfaction survey, over two academic years. The results indicate that use of this tool improved SVA among students generally and was even of greater effectiveness for those students that accessed engineering courses with no prior knowledge of Technical Drawing. © 2013 Wiley Periodicals, Inc. Comput Appl Eng Educ 23:203–216, 2015; View this article online at wileyonlinelibrary.com/journal/cae ; DOI 10.1002/cae.21590