Abstract
Education benefits from the globalization of effective tools that facilitate student learning. Education in Mozambique is still traditional without any technological resources, such as computers, data show, applied software and smartphones. This traditional model drives some difficulties in 3D perception in technical drawing (TD) subjects. Technological tools with 3D visualization allow the enhancement of the learning process in an interactive and innovative way, giving the teacher the power to select the most appropriate technological resource for the desired subject. Qubism 3D modeling (Q3DM) and the cube test (CT) are the technological resources selected for this study, as they present usability features capable of promoting 3D spatial skills in the study of orthogonal projections (OP). The research was conducted in a secondary school in southern Mozambique, it is a quasi-experimental case study, supported by a mixed quantitative and qualitative approach. The instruments used were a pre-test and a post-test applied to two groups of students; one experimental and one control. Fifty students solved practical exercises on OP and their level of spatial visualization was measured with the CT. The study aims to investigate whether the use of Q3DM as a teaching-learning tool promotes 3D spatial visualization of objects in the context of technical drawing. From the analysis of the CT results it is inferred that the students who used Q3DM had better results on the cube test.
References
Ali, M. A., Abibo, T., & Lúrio, C. D. N. (2018). Novas Tecnologias de Informação e Comunicação e Ensino Superior em Moçambique: Integração Curricular e Desafios. Revista de Investigação em Educação, 1-18.Search in Google Scholar
Anamova, R. R., Leonova, S. A., Nartova, L. G., & Tereshchenko, V. P. (2020). Digital Spatial Models in Technology as a Development Tool of the Intellectual Creative Aspect within Education. In TEM Journal, 9(3), 1186. Doi: 10.18421.Search in Google Scholar
Anjo, A. B., & ISCTEM. (2021) O ensino à distância: autonomia e autorregulação da aprendizagem. Jornadas da Educação, https://www.researchgate.net/profile/antonio-anjo/publication/355192531_ensino_a_distancia_autonomia_e_autorregulacao_da_aprendizagem/links/61668c693851f95994f76a7c/ensino-a-distancia-autonomia-e-autorregulacao-da-aprendizagem.pdf.Search in Google Scholar
António, G. L., & Coutinho, C. P. (2012). A integração curricular das TIC no sistema de ensino em Moçambique: Iniciativas em curso. In II Congresso Internacional TIC e Educação (pp. 108-124).Search in Google Scholar
Baranová, L., & Katrenicová, I. (2018). Role of Descriptive geometry course in development of students’ spatial visualization skills. In Annales Mathematicae et Informaticae (Vol. 49, pp. 21-32). Eszterházy Károly University Institute of Mathematics and Informatics. Doi: 10.33039/ami.2018.04.001.Search in Google Scholar
Bene, L. F. F. B., Ulloa-Guerra, O., & Lopes-de Souza, K. (2020). Aprendizagem baseada nas TICs. Caso da escola secundária Samora Moisés Machel, Moçambique. Santiago, 152, 230-246.Search in Google Scholar
Carbonell-Carrera, C., Saorin, J. L., Melian, D., & de la Torre Cantero, J. (2017). 3D creative teaching-learning strategy in surveying engineering education. Eurasia Journal of Mathematics, Science and Technology Education, 13(11), 7489-7502. DOI: 10.12973.Search in Google Scholar
Chivai, C. H., Soares, A. A., Catarino P. (2021a). Qubism 3D Modeling in Teaching Orthogonal Projections. In EDULEARN21 Proceedings, pp. 3298-3303. ISBN: 978-84-09-31267-2.Search in Google Scholar
Chivai, C. H., Soares, A. A., Catarino P. (2021b). Cube Test to Measure Whether Qubism 3D ModelingTechnology Develops Spatial Visualization in the Study of Orthogonal Projections. International Journal of Scientific & Engineering Research, Vol. 12, (9), 762-767.Search in Google Scholar
Direnga, J., Timmermann, D., Kieckhäfer, F., Brose, A., & Kautz, C. (2018). The discriminative learning gain: a two-parameter quantification of the difference in learning success between courses. Australasian Journal of Engineering Education, 23(2), 71-82, doi: 10.1080/22054952.2018.1553357.Search in Google Scholar
Dere, H. E., & Kalelioglu, F. (2020). The Effects of Using Web-Based 3D Design Environment on Spatial Visualisation and Mental Rotation Abilities of Secondary School Students. In Informatics in Education, 19(3), 399–424. Doi: 10.15388/infedu.2020.18.Search in Google Scholar
Gonçalves, J., & Santos, B. (2019, August). Enhancing Civil Engineering teaching through 3D Computer Aided Design. In IOP Conference Series: Materials Science and Engineering (Vol. 586, No. 1, p. 012045). IOP Publishing. Doi:10.1088/1757-899X/586/1/012045.Search in Google Scholar
Liudmila, D., & Nail, T. (2020, July). A modified design-analog method of teaching geometry and graphics as a means of integrating of training and design activities of future architects. In IOP Conference Series: Materials Science and Engineering (Vol. 890, No. 1, p. 012170). IOP Publishing. Doi:10.1088/1757-899X/890/1/012170.Search in Google Scholar
Loiola, A. A. L. L. L. (2016). As Tecnologias de Informação e Comunicação no Ensino Geral: uma Perspectiva Filosófica do Problema de Uso de Telemóveis na Sala de Aulas. Revista Electrónica de Investigação e Desenvolvimento, 1(6), p.68-76. http://reid.ucm.ac.mz/index.php/reid.Search in Google Scholar
Łukaszewicz, A., Skorulski, G., & Szczebiot, R. (2018, May). The main aspects of training in the field of computer-aided techniques (CAx) in mechanical engineering. In Proceedings of 17th International Scientific Conference on Engineering for Rural Development (pp. 865-870). N 493. Doi: 10.22616/ERDev2018.17.Search in Google Scholar
Malikov, K. G. (2020). Theory and practice of construction of axonomertic projects. European Journal of Research and Reflection in Educational Sciences Vol, 8(9), p. 224-231.Search in Google Scholar
Ma’rifatin, S., Amin, S. M., & Siswono, T. Y. E. (2019, February). Students’ mathematical ability and spatial reasoning in solving geometric problem. In Journal of Physics: Conference Series (Vol. 1157, No. 4, p. 042062). doi:10.1088/1742-6596/1157/4/042062.Search in Google Scholar
Méxas, J. G. F., Guedes, K. B., & da Silva Tavares, R. (2015). Stereo orthogonal axonometric perspective for the teaching of Descriptive Geometry. Interactive Technology and Smart Education. ISBN: 978-989-8704-08-5.Search in Google Scholar
Mura, S., & Simão, H. S. M. (2021). Novas tecnologias em contexto de sala de aula no ensino superior. Revista Portuguesa de Investigação Educacional, 22, 1-23. https://doi.org/10.34632/investigacaoeducacional.2021.10470.Search in Google Scholar
Omar, M., Ali, D. F., Nasir, A. N., & Sunar, M. S. (2019). AREDApps: Integrating mobile augmented reality in orthographic projection teaching and learning. International Journal of Recent Technology and Engineering, 8, 821-825.Search in Google Scholar
Papakostas, C., Troussas, C., Krouska, A., & Sgouropoulou, C. (2021). Exploration of Augmented Reality in Spatial Abilities Training: A Systematic Literature Review for the Last Decade. Informatics in Education, 20(1), 107-130. Doi: 10.15388/infedu.2021.06.Search in Google Scholar
Ping, L. (2015). Research on the Effects of Spatial Cognition by Emulation Model and Perspective Model in MCT. International Journal of Hybrid Information Technology, 8(5), 145-150. http://dx.doi.org/10.14257/ijhit.2015.8.5.16.10.14257/ijhit.2015.8.5.16Search in Google Scholar
Suzuki, K. 2002. “Activities of the Japan Society for Graphic Science – Research and Education.” Journal for Geometry and Graphics 6(2), 221–229.Search in Google Scholar
Timbane, S. A., Axt, M., & Alves, E. (2015). O celular na escola: vilão ou aliado. Nuevas Ideas en Informática Educativa TISE, sv, 768-773. http://www.tise.cl/volumen11/TISE2015/768-773.pdf.Search in Google Scholar
© 2022 Cacilda Chivai et al., published by De Gruyter
This work is licensed under the Creative Commons Attribution 4.0 International License.
