Graphics Course Research Articles

An Action Research Enquiry into the potential of SolidWorks in the teaching of rotation in Junior Certificate Technical Graphics

Abstract Technical Graphics is one of the technology subjects taught at Junior Certificate level in post- primary schools in Ireland. The Junior Certificate examination is held at the end of the Junior Cycle in post-primary schools, which caters for students aged from 12 to 15 years. As a teacher of Technical Graphics for the past seven years, I have gained a great understanding and insight into the different topics in the subject and how they are perceived by students. I concur with the State Examinations Commission report (2008) that students lack an understanding of the rotation element of transformation geometry, one of the six topics covered on the Junior Cycle Technical Graphics course. The purpose of this study is to implement a new teaching methodology through the use of SolidWorks in an effort to improve the students’ visualization, spatial awareness and understanding of transformation geometry. I engaged in an action research study of my own practice as I investigated if SolidWorks could actually be used at Junior Certificate level to improve student understanding of transformation geometry. The action research took place over a five-week period and included three cycles of research. The research was carried out with a third-year Junior Cycle group aged between fifteen and sixteen years of age and all students in the class took part in the study. The first stage of the research examined student progress as they worked through the topic following teacher instruction on SolidWorks. The second stage of the research examined the students’ progress as they used the software for themselves. I carried out an assessment task with students towards the end of the study, which showed that student learning had improved in comparison to previous years.

Обзор образовательных курсов на основе технологий дополненной реальности

The research relevance is due to the growing interest of teachers in introducing Augmented Reality (AR) technologies into the course of Engineering and Computer Graphics (ECG). The research aims to study the current state of knowledge and practice of existing courses using AR-technologies, including those for geometric-graphic training of high educational institutions students. The research object was the subject readiness of engineering students to master graphic disciplines based on the AR-concept. More than 200 scientific papers published between 2005 and 2020 were selected to review the qualitative and quantitative AR-research in the education area. For this purpose, the following factors were taken into account: category of educational institution and student, publication year, academic discipline, AR-technologies. Have been presented examples for AR-technologies implementation at different levels of education, such as preschool, school, higher and special ones. Special focus has been on consideration of teachers’ experience related to AR-technologies introducing in geometric training courses. It has been revealed that at present the AR-concept has gained popularity not only among designers, but also among schoolteachers, as well as among engineering high educational institutions’ lecturers. The lack of sufficient amount of scientifically based and tested programs and training materials for student teaching on ECG using AR has been proved. The necessity for further scientific research in the area of AR application to teach students on ECG has been justified. The research base was St. Petersburg Mining University. The paper materials may be useful for high educational institutions’ lecturers, schoolteachers, and parents.

Tasks of computer graphics under conditions of fundamentalization of preparation of an informatics teacher

The article deals with computer graphics tasks related to the activities of the future informatics teacher in conditions of fundamentalization of education. Training of future informatics teachers in the context of the fundamentalization of education requires them to know the range of tasks related to computer graphics and the skills to solve them. In order to enhance the fundamental component of computer graphics, methods are proposed that rely on interprandial communications, as well as on in-depth training of computer graphics. In the course of reasoning, the authors come to the conclusion that the content of computer graphics should be enriched with mathematical foundations of computer graphics and as a result update the content of the computer graphics course with machine graphics algorithms. The basic principle of selecting the content of the course offered is the principle of the fundamentalization of education. Since the scope of application of computer graphics is extensive, in our opinion, the system of tasks and tasks on computer graphics is the most interesting. A feature of this system is the orientation towards solving fundamental problems of computer graphics. It was also revealed during the study that it is possible to reduce the tasks of the proposed system to a certain sequence of stages. The application of stages for a certain type of tasks affects the methods of solving them. Thus, the fundamental training of future informatics teachers in computer graphics requires them to know these stages and methods of solving fundamental computer graphics tasks.

Research on teaching practice of app inventor course with embedded in computational thinking

At present, the concept of computational thinking is spreading in education circles around the world. From the point of view of current research and application in China, the research on the cultivation of computational thinking in K-12 education is still in the early stage. Based on the graphic programming design course of app inventor in primary and secondary schools, this study embeds computing thinking into teaching objectives and contents, constructs the teaching model of app inventor course with embedded computing thinking, and discusses how to cultivate students' computing thinking ability in teaching practice. The method provided in this paper is helpful to analyse the changes of students' computational thinking during the teaching process, and it can effectively identify teaching effects.

AIRCRAFT STRENGTH ASSEMBLIES AND PARTS (BALANCERS) DRAWINGS DEVELOPMENT METHODOLOGY

It is obvious that the fundamental knowledge of the general technical discipline “Engineering graphics” should be in combination with a practical course of computer graphics, which allows students to integrate into the aviation products development system at the contemporary level. The article highlighted the need of design teaching at the initial stage of engineering and computer graphics study process. A drawing methodology includes 3D-modeling in a computer aided design program named COMPAS-3D. It is described a specific example of the mechanical part (aviation detail's elements – balancers) with complex shape modeling algorithm in the application to the manufacturing technology of real products (casting, stamping, mechanical processing). Drawings development is based on 3D-modeling in COMPAS-3D. Proposed methodology was tested during engineering and computer graphics lessons in Moscow Aviation Institute (National Research University).

3D-MODELLING OF THE AIRCRAFT ASSEMBLIES AND PARTS USING COMPAS-3D. AIRCRAFT STRENGTH ASSEMBLIES AND PARTS (HOLDERS) DRAWINGS DEVELOPMENT METHODOLOGY

It is obvious that the fundamental knowledge of the general technical discipline “Engineering graphics” should be in combination with a practical course of computer graphics, which allows students to integrate into the aviation products development system at the contemporary level. The article highlighted the need of design teaching at the initial stage of engineering and computer graphics study process. A drawing methodology includes 3D-modeling in a computer aided design program named COMPAS-3D. It is described a specific example of the mechanical part (aviation detail's elements – holders) with complex shape modeling algorithm in the application to the manufacturing technology of real products (casting, stamping, mechanical processing). Drawings development is based on 3D-modeling in COMPAS-3D. Proposed methodology was tested during engineering and computer graphics lessons in Moscow Aviation Institute (National Research University).

Análise gráfica de resultados de projetos desenvolvidos por alunos em um curso técnico de design gráfico em São Paulo

Este estudo objetivou compreender como projetos escolares de alu­nos de um curso técnico de design gráfico, em São Paulo, em 2015, poderiam refletir elementos da cultura visual dos discentes. Por meio de pesquisa qua­litativa, pretendeu-se mapear componentes de linguagem visual em resul­tados de projetos de embalagens no Curso Técnico em Comunicação Visual, no Senac-SP, buscando identificar e analisar os elementos da cultura visual expressa nos trabalhos. Para isto, procurou-se sistematizar o corpus, anali­sar observações de campo, além de elaborar uma matriz de análise gráfica e paramétrica. Nos projetos, percebeu-se exploração relativamente restrita da gama de recursos expressivos do design, com adoção de padrões visuais, em geral, bastante convencionais. Em termos semânticos, parte significativa das composições evocava descontração e informalidade, refletindo experiências pessoais dos alunos. Resultados de tais exercícios parecem, então, espelhar preferências estéticas, repertórios e valores dos discentes, caracterizando, assim, ainda que apenas em parte, a memória gráfica do Curso Técnico em Comunicação Visual, no Senac-SP, em 2015, e a cultura visual idiossincrática daquela geração de alunos, naquele contexto específico.

Gamified Evaluation in STEAM for Higher Education: A Case Study

The process of converting non-game educational content and processes into game-like educational content and processes is called gamification. This article describes a gamified evaluation software for university students in Science, Technology, Engineering, the Arts and Mathematics (STEAM) courses, based on competence profiles of students and problems. The traditional learning management systems and learning tools cannot handle gamification to its full potential because of the unique requirements of gamified environments. We designed a novel gamification evaluation and assessment methodology implemented in a STEAM course through specially designed software. The results from end-user tests show a positive expectation of students’ performance and motivation. The preliminary results of over 100 students in the Fundamentals of Computer Graphics course are presented and the results of quantitative analysis are discussed. In addition we present an analysis of students’ surveys, where students expressed in free text form observations about the software.

Syntactic and Semantic Analysis for Extended Feedback on Computer Graphics Assignments.

Modern computer graphics courses require students to complete assignments involving computer programming. The evaluation of student programs, either by the student (self-assessment) or by the instructors (grading) can take a considerable amount of time and does not scale well with large groups. Interactive judges giving a pass/fail verdict do constitute a scalable solution, but they only provide feedback on output correctness. In this article, we present a tool to provide extensive feedback on student submissions. The feedback is based both on checking the output against test sets, as well as on syntactic and semantic analysis of the code. These analyses are performed through a set of code features and instructor-defined rubrics. The tool is built with Python and supports shader programs written in GLSL. Our experiments demonstrate that the tool provides extensive feedback that can be useful to support self-assessment, facilitate grading, and identify frequent programming mistakes.

Enhancement of Learning Outcomes by Using Active Learning Technique for Engineering Graphics Course

This paper presents the implementation of Project Based Learning for diploma First year Mechanical Engineering students for Engineering Graphics course. Engineering Graphics course is an important basic communication tool of engineers. The concepts of graphical language are used in expressing the ideas, conveying the instructions, which are used in carrying out the jobs on the sites, shop floor. It is expected that the students should develop the idea of visualizing the actual object or part on the basis of drawings and blue prints. Traditional learning styles in classroom education are questionable and lacking in providing the necessary tools needed by the students to meet ever growing demands of industries. This paper aims to demonstrate improved student learning outcomes and increased student participation using active learning tools. The performance of the students of two consecutive batches is compared where for one batch this technique is not used and for other the technique is implemented. This consideration concludes that project-based learning is the best way to fulfil industry needs and it will facilitate students to innovatively and creatively transfer their knowledge to the real world situation.

Применение информационных технологий в методике проверки графической грамотности будущих специалистов

Topical issues related to improving the quality of higher education and solving teaching-learning problems, aimed at providing a checking procedure of future specialists’ graphic literacy in the process of teaching graphic design are considered in this paper. Among the national tasks of providing specialists for various arears of professional activity, the improvement of higher education’s quality and practical training of competent staff capable for professional self-education is considered as one of priorities. Education is interpreted as a process and result of acquiring the system of knowledge and personality development. Sufficiently frequent updating of requirements to future specialists’ training because of practical implementation of information technology in all professional spheres makes actual the search for more efficient methodologies aimed at changing of professional competences. The development of graphic literacy as future specialists' professional competence is defined by the learning activity process signification. The specificity of graphic disciplines as result of the introduction of information technologies requires the development of an effective methodology to ensure the content of the educational process, changing the nature of expertise, knowledge and skills; forming competence as a special ability necessary to perform a particular action in the object-graphic area. In the modern process for learning of graphic courses the KOMPAS graphic program is widely used, along with Autocad, Archicad, Revit, and others. Further is interpreted the KOMPAS practical use in the process of preparation of future specialists for learning of graphic courses. The KOMPAS jumps out as the program allowing using information technologies in checking procedure of future specialists' graphic literacy. The features of generation in the KOMPAS graphic program are revealed, as well as the software application “Generator”, including an educational-methodical complex aimed at forming of the necessary competence, development of self-learning activities, checking of expertise, knowledge and skills on graphic courses.

Comparative Study of the Application of Blended Learning Method Versus Face-to-Face Learning Method in Student Learning AchievementCase Study: Computer Graphic Courses at Widyatama University

Comparative Study of the Application of Blended Learning Method Versus Face-to-Face Learning Method in Student Learning AchievementCase Study: Computer Graphic Courses at Widyatama University

A New Methodology for Teaching the Course “Russian as a Foreign Language” in the Digital Environment: Development, Results and Prospects

The article considers issues covering teaching Russian as a foreign language in a technical university in the preparatory department, using the new online course. The process of production of the online course is revealed. The course structure is described, which includes the following sections: «New Vocabulary», «Reading a Text», «New Grammar», «Listening to Texts and Dialogues», «Complete the Tests», «Interesting Facts about Russia». We mention three possible scenarios of using the online course: 1) an independent distance course (without teachers’ participation); 2) a supplementary electronic resource (in traditional full-time studies offline, with teachers’ participation); 3) blended learning. The methodology of experimental teaching in the “blended learning system” with the use of the online course “Russian as a Foreign Language: Beginners’ Level” is described. Thorough information is given on preparing the experiment, its contingent, conditions, and duration of studies. We mention the peculiarities of studies online versus studies offline. We take into consideration the methods of students’ progress control: they are both traditional (written homework was checked by teachers), and automatized (online tests were checked by computer). We analyze the experimental methodology results, and the advantages of both self-studies and classwork. The article concludes with the prospects of the online course “Russian as a Foreign Language” in a technical university and the further development of the following courses: “The Introductory Course of Phonetics and Graphics”, “The Scientific Speech Course”.

Expert Review on Games for Basic Graphic Course Via M-Learning

The application of mobile learning or m-learning had been applied priviously to the world including in the Western and Asian countries. In Malaysia, especially in the Faculty of Technical and Vocational Education (FPTV), the application of Information and Communication Technology (ICT) is an important aspect of teaching and learning (PnP). Therefore, a game-based Android m-learning application for the Basic graphics course has been developed. Accordingly, the gameplay and functionality of the game-based Android m-learning game for the Basic graphics course has been conducted. A set of questionnaire forms was used as an instrument was given to three experts in their respective fields to evaluate and give a view to the developed m-learning application. The results of this study can be used as an improvement to the application developed to ensure it is in good condition.

An empirical study of the effect that a computer graphics course has on visual-spatial abilities

Visual-spatial abilities are relevant for performing diverse everyday tasks as well as being successful in multiple fields. This work provides empirical evidence supporting the claim that studying a computer graphics course, as commonly offered in computer science or engineering programs, can help develop stronger visual-spatial abilities. This benefit was estimated with the assessment of students’ performances in a standardized test of visual-spatial abilities. This empirical pre-test/post-test study ran for three consecutive semesters and involved six computer graphics groups where students were evaluated with the Purdue Spatial Visualization Test to measure whether the full-semester working on contents heavily related to 2D/3D geometric transformations had a positive effect on students’ visual-spatial intelligence. Results show a statistically significant increase in the average score in the test, which in turn suggests that these cognitive abilities could be reinforced or trained through the normal course workload. Additional findings in this study suggest that a retest gaining factor is present just by taking the test twice, and that there is a weak correlation between students’ level of visual-spatial abilities at the beginning of the course and the final grades obtained at the end of the semester.

TRIGGERING THE STUDENTS' POSITIVE ATTITUDE FOR THE STUDIES OF ENGINEERING GRAPHICS COURSES THROUGH THE AUGMENTED REALITY CONTENT

Contemporary researches show that triggering interest can enhance students’ thinking skills, creativity, joy of learning and improved performance. The digital technologies can be beneficial for students’ learning engagement and motivation. The digital context helps students to keep positivity in education process that allows to activate attention, memory, and makes learning skills better. Augmented Reality is one of technologies that lets you interact with the real world and virtual objects at the same time. Augmented Reality application enables faster comprehension of complex spatial problems and relationships, which makes it useful during the learning process of engineering graphic courses. In this paper the application of AR technologies in RTU engineering courses is described. The results of this approach will be useful for vocational school teachers, college and university teachers in the successful integration of AR technologies in the teaching process.

Construction of a plan and a section of a building site in the environment of the AutoCAD graphic editor for the virtual learning environment in the Higher School

During construction for development and design documentation`s presentation takes more time, than directly designing. Therefore, actual mean is a execution`s automation of design documentation with using computer graphics. Computer Graphics is a knowledge base for creating, processing, and storing models of geometric shapes and their graphic images by using a computer. A characteristic development`s feature of modern production is its automation, one of the main components which are the systems of automated design (CAD). Those of them that are focused only on solving specific problems, for example, in the production of design documentation, are called local systems. At present, there are many software systems of computer design of varying complexity and purpose. One of the most commonly used graphical system is the AutoCAD. In creating architectural and construction drawings, the process of constructing a plan and cutting the construction site requires a considerable amount of time. Therefore, the using AutoCAD graphical system is relevant for quick and high-quality execution of this work. The method of step-by-step application of AutoCAD commands was developed by the authors for building boundaries of earthworks, horizontals with numeric labels, and also for determining the boundaries of earthworks for excavation and embankment of the site. The squares`s grid of the slopes and the linear scale of the drawing are crossed out is used to be given by the variant of the ratio, for the option for simplifying the construction. Similar construction is also used to construct a ramp (access road). In addition, the process of constructing lines of intersection of slopes with each other and with a topographic surface, as well as the process of building the profile of the area and profile of the construction site is shown in the work. After using each of the current AutoCAD commands for demonstration its execute, are given illustration of successive steps for creating a drawing of construction site. The performed work involves the preparation of material for methodically filling the course of computer graphics in a virtual environment, has relevance in the educational process. The results of the presented work are used in the sections of the teaching manual for students of engineering and construction specialties and in the virtual learning environment at the Higher School.

Методика подготовки студентов технических вузов графическим дисциплинам

In connection with transition of the higher education system to the bachelor's degree, a number of difficulties has arisen e in the student’s educational schedule. The question is especially acute for disciplines of general education, and a rather large reduction in classroom time has happened. Taking into account the rather low level of students training in the area of drawing, and sometimes its complete absence, due to the abolition of the subject of drawing from the mandatory school program, teachers are faced with more and more tasks on the formation of educational and methodical complexes [3; 6; 15–17; 23]. In this paper has been considered the issue related to complex training in the area of graphic disciplines for students of technical high educational institutions. These disciplines, as is known, are the basis of many special engineering disciplines, such as machine parts, theory of mechanisms and machines and so on. The fundamental component is the design documentation, the possession of which is necessary for a future engineer. Studying the general course of descriptive geometry and engineering graphics is not enough, training should be carried out taking into account the professional orientation and relevant competencies. However, despite the global automation in all areas, it is not necessary to completely abandon the traditional methods of training, for example, in descriptive geometry’s section. This course allows develop students' spatial reasoning [12–14; 19]. Work on descriptive geometry’s tasks gives for a student the opportunity to more clearly understand the projection principles, methods of drawings transformation, formation of complex surfaces, obtaining of visual images by constructing of axonometric projections or performing of a technical drawing. Another question in our opinion is the order for studying the section of engineering graphics, which is more appropriate to study using modern graphics programs [10; 11].

A Simple and Fast Line-Clipping Method as a Scratch Extension for Computer Graphics Education

Line clipping is a fundamental topic in an introductory computer graphics course. An understanding of a line-clipping algorithm is reinforced by having students write actual code and see the results by choosing a user-friendly integrated development environment such as Scratch, a visual programming language especially useful for children. In this article a new computation method for 2D line clipping against a rectangular window is introduced as a Scratch extension in order to assist computer graphics education. The proposed method has been compared with Cohen-Sutherland, Liang-Barsky, Cyrus-Beck, Nicholl-Lee-Nicholl and Kodituwakku-Wijeweera-Chamikara methods, with respect to the number of operations performed and the computation time. The performance of the proposed method has been found to be better than all of the above-mentioned methods and it is found to be very fast, simple and can be implemented easily in any programming language or integrated development environment. The simplicity and elegance of the proposed method makes it suitable for implementation by the student or pupil in a lab exercise.

Learning by doing Approach in Engineering Graphics Course

Learning by doing Approach in Engineering Graphics Course