Integrating Low-Cost Virtual Reality into Engineering Design Curricula

Abstract

One way to enhance students’ ability to visualize 3-D objects is to make their experience of the objects, while learning, as realistic as possible. However, in general, it is very difficult to clearly describe to students a 3-D object and the spatial relationship between the object components, without using a physical mockup. Physical mockups take a lot of time to construct, especially for more complex objects. As a result, graphics educators have started to use 3-D computer-aided design (CAD) tools to help students understand the spatial relationships between objects. However, CAD tools only allow students to examine 3-D models from outside flat computer monitors. In other words, the models and the viewers are in different realms. Using traditional CAD tools, students cannot view models with natural stereoscopic vision. Virtual reality (VR) is a computer technology of simulating or replicating a physical environment to give users a sense of being there, taking control, and physically interacting with the environment (Ausburn & Ausburn, 2004). VR technology breaks down barriers between humans and computers by immersing viewers in a computer-generated stereoscopic environment. With advances in hardware and software, most PC computers now have the capability to support VR use. Thus, VR has now become an affordable visualization tool that can be used in classrooms. As Ausburn and Ausburn (2004) indicated, there is a significant opportunity to expand and explore the use of VR in classrooms. Research suggests that VR is an effective tool that enhances learning in areas such as engineering (Sulbaran & Baker, 2000). In addition, VR engages the intellectual, social, and emotional processes of learners. The impact of VR is due to its ability to encourage interaction and ability to motivate learners (Winn et al., 1997). Salzman (1999) found that VR applications in education depends on VR features, class contents, students’ characteristics, and students’ prior experiences. The emphasis of engineering graphics education has been placed on design, problemsolving, presentation, and communication skills. Three dimensional spatial visualization ability is the core requirement for successfully developing those skills. The use of VR may also represent an effective strategy that supports the development of spatial skills. It is important to combine exposure to VR models with activities such as sketching or drawing as a means for developing a capacity for visual imagery and creativity (Deno, 1995; Devon et al., 1994; Sorby, 1999). Sorby (1999) explained that in most cases, graphics curricula begin with multi-view sketching/drawing and then move to pictorial sketching. However, this