Static visuals vs. computer animation used in the development of spatial visualization

Abstract

The main goal of this research was to find a more effective method of presenting instruction in engineering design graphics. A course in this area of study is mainly concerned with the development of spatial cognition of the students enrolled. Various tools and techniques have been and are currently being employed to accomplish the task. These tools are utilized as external stimuli that help students in developing a mental process essential for visualizing the objects in an engineering system. Previous research indicated that the methods currently utilized may not be sufficient, and other techniques such as the use of computer animation may be useful in delivering such instruction dealing with spatial abilities. A sample of 110 students was selected from the population of 1075 students enrolled in ENDG-105 (Engineering Design Graphics) at Texas A&M University during the Spring Semester, 1993. The sample was divided into two comparison groups. One group received instruction via animation and the other group received instruction via static visuals. The same procedures and equipment were used for both groups. The analyses of the results revealed that the group that received instruction via animation performed generally better on the Mental Rotation Test, quizzes, and assignments than the static group. The results of the Mental Rotation Test seemed to indicate the effectiveness of animation in developing spatial visualization skills. It was recommended that the technologies (equipment and techniques), utilized in this study, be used in producing presentations utilizing computer generated dynamic graphics for incorporation into the current classroom presentation methods.