The document summarizes the progress made on a design project to develop an immersive virtual reality learning tool to help students understand complex engineering drawing topics like projection and section of solids. It describes the objectives, literature review conducted, user research including interviews with students and instructors to identify problems, prototyping done to test different solids and rotations, a second literature review on evaluation methods, and plans for an empirical study including development of test materials and questionnaires.

1. Design of a learning tool in
Immersive VR for understanding
projection and section of solids
Guide: (Dr.) Prof. Pradeep Yammiyawar
By: Vikas Luthra-10020544
Maulishree Pandey-10020524

2. Quick Recap
Recap
Design Project 3

3. Design Project III
Quick Recap
Project Objectives
• Identify and Determine the concepts which requires student difficult to visualize
in 3D in Architectural and allied fields.
• Design a learning tool using immersive virtual reality to aid them in understanding
and measure it
• Evaluate the learning tool with the students through user testing and experiment
design.

4. Design Project III
Quick Recap
What all is Done:
Literature
Study 1
User Study
Keywords:
Architecture, Constructivist Learning,
3D Visualization, Virtual Reality
Affinity Map

5. Design Project III
Quick Recap
What all is Done:
Literature
Study 1
User Study
User Research:
Contextual Inquiry and Interviews with
First and Third year Architecture
Students, Interviews with first year
Engineering Drawing Students.
Interviews with instructors of
Architectural Graphics and Engineering
Drawing

6. Design Project III
Quick Recap
What all is Done:
Literature
Study 1
User Study
PROBLEMS & NEEDS
Research Analysis
and Ideation
SOLUTION TO HAVE...
.
Lack of 3D
perception
Teaching
content
Constructivist
Learning to be a
part
Student should be made
an observer
Engaging students
through gamification
Give the freedom of
manipulation
Design Brief
To design a learning tool that aids
in teaching complex engineering
drawing topics like projection of
solids, sections of solids,, in
immersive VR for first semester
architecture, engineering and
design students.

7. Design Project III
Quick Recap
What all is Done:
Literature
Study 1
User Study
Prototype Development for Simple
Solid: Projection of Square Pyramid
with rotation possible only around
Y-axis.
Research Analysis
and Ideation
Prototyping
Initiation

8. Design Project 4
Prototyping

9. Design Project 4
Prototyping
Changes In Prototypes:
Adding Projection of
Simple Solids: Hexagonal
Pyramid, Cube
Projection of Complex
Solids :Heptagonal Prism

10. Design Project 4
Fig 1
Prototyping
Angle with:
X-axis:30 Degrees
Y-axis-0 Degrees
Z-axis-0 Degrees
Rotation :
Adding Rotation around X
(fig3),Y (fig 1),Z axis (fig
3)and adding angular
feedback.
Angular Feedback
Fig 2
Angle with:
X-axis:30 Degrees
Y-axis-0 Degrees
Z-axis-0 Degrees
Fig 3

11. Design Project 4
Prototyping
Showing View :
Another Feedback was
added by showing all the
viewsTop,Front,Side View
Angle with:
X-axis:0 Degrees
Y-axis-45 Degrees
Z-axis-0 Degrees
Fig 3

12. Design Project 4
Literature Study 2

13. Design Project 4
Literature
Study
Aim:
identify tests and
methods used in
related projects to
measure the usability of
a VR learning tool in
enhancing 3D
visualization and
learning of engineering
drawing
Fig 3
Classification:
Research Goals.
What was measured,
How it was measured.
Classification of
Projects

14. Design Project 4
Literature
Study
Spatial Visualization
Standard Test:
Proposed by
(CEEB,1939)
a)Mental Cutting Test
Mental Cutting Test - Subjects have to mentally cut 3D geometrical figures which are
hollow. The figures are to be cut using a plane or another geometrical figure and
resulting cross section is to be determined..
Fig 3
Examples of Mental Cutting
Test

15. Design Project 4
Literature
Study
Spatial Visualization
Standard Test:
Proposed by
(Vandenberg
& Kuse, 1978)
a)Mental Rotation Test
Mental Rotation Test - the subject is asked to compare among options of rotated 3D
objects to tell which option matches the object in the question.
Fig 3
Example of Mental Rotation Test

16. Design Project 4
Literature
Study
Technology
Acceptance
Model:
Proposed by
(Davis, 1989)
Models how users come to accept and use a technology. When users are presented
with a new technology, a number of factors influence their decision about how and
when they will use it, notably:
•Perceived usefulness (PU) - This was defined by Fred Davis as "the degree to which
a person believes that using a particular system would enhance his or her job
performance".
•Perceived ease-of-use (PEOU) - Davis defined this as "the degree to which a person
believes that using a particular system would be free from effort"
Fig 3

17. Design Project 4
Literature
Study
Suggested Changes in
Technology
Acceptance
Model:
Perceived usefulness and perceived ease of use have been extensively
investigated in a number of studies, which proved that they are important factors
positively influencing computer acceptance .
Perceived enjoyment -Studies proved that has a significant positive influence on
attitude toward using, thus, it should be included in the TAM model
Fig 3

18. Design Project 4
Design of Empirical
Study

19. Design Project 4
Empirical Study
Research Aim:
1)To measure the effect of the VR learning tool on the performance of the
students for the topics of Projection and section of solids.
2)To find out the attitude of students towards using this tool for their learning
based on TAM.
Fig 3

20. Design Project 4
Empirical Study
Controlled
Experiment Design:
Hypothesis:
Immersive VR significantly improves the performance of students in learning
projection and section of solids.
Treatment Group: Student using Immersive VR for Learning.
Control Groups: Student taught only through conventional methods.
Independent Variable: Use of Immersive VR
Dependent Variables: Score on given Quiz, Time
Fig 3

21. Design Project 4
Empirical Study
Experiment
Procedure:
Making the clusters of students having the similar academic performance in
their Engineering Drawing Exam.
Random Assignment: Assigning 20 students each randomly to both treatment
group and the control group.
Pre Test Questionnaire: Collect biographical information from students prior to the
experiment. Apart from background details, this includes questions about their grades, 3
Fig
gaming habits and past experience with gestural + virtual interfaces A small spatial
visualization test would also be given to them.

22. Design Project 4
Empirical Study
Experiment
Procedure:
Instruction: The treatment group would be taught the topic using the VR tool,
the control group would be taught with the instructional content used in the
course i.e. animated videos and lectures.
Performance Evaluation :After the instruction, they would be asked to take a
quiz which would include multiple choice questions based on mental cutting test,
mental rotation test and 5 informal sketching questions. Time for doing the test
would also be evaluated
Measuring Acceptance: They treatment group would also be asked to fill up
the post-questionnaire to measure their attitude towards using Immersive VR as
a learning tool
Think Out aloud and qualitative question being asked to understand the actions
of students more deeply.
Fig 3

23. Design Project 4
Empirical Study
Sample Quiz
Questions:
Fig 3

24. Design Project 4
Empirical Study
Sample Quiz
Questions:
Fig 3

25. Design Project 4
Empirical Study
Sample Quiz
Questions:
Fig 3

26. Design Project 4
Empirical Study
Questionnaire
Based On TAM:
Perceived usefulness (PU)
• The use of such a system improves learning in the classroom.
• Using the system during lessons would facilitate understanding of certain concepts.
(5 point Likert scale
items with results from
strongly disagree to
strongly agree)
• I believe that the system is helpful when learning.
Perceived ease of use (PEU)
• I think the system is easy to use.
• Learning to use the system is not a problem.
• Operation with the system is clear and understandable.
Perceived enjoyment (PE)
• I think the system allows learning by playing.
• I enjoyed using the system.
• Learning with such a system is entertainment.
Fig 3

27. Design Project 4
Empirical Study
Questionnaire
Based On TAM:
Attitude toward using (ATU)
• The use of such a system makes learning more interesting.
• Learning through the system was boring (reversed item).
• I believe that using such a system in the classroom is a good idea.
Intention to use (ITU)
• I would like to use the system in the future if I had the opportunity.
• Using such a system would allow me to learn projection and section of solids
on my own.
• I would like to use the system to learn engineering drawing and other
subjects.
Other questions would be regarding content and motivation to learn
Fig 3

28. Design Project 4
Next Steps

29. Design Project 4
Next Steps
•
Conducting the Pilot study with students to Improve the Internal validity of the
instruments being used .
•
Conducting the Experiment Study with Students.
• Statistical Analysis of data from experimental study
•
Final Conclusion and Publication of the outcomes.
Fig 3

30. Thank You
By: Vikas Luthra-10020544
Maulishree Pandey-10020524

31. References
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Németh, Brigitta. "Measurement of the development of spatial ability by Mental Cutting Test." Annales Mathematicae et
Informaticae. Vol. 34. No. 123-128. 2007.
Quaiser-Pohl, Claudia. "The Mental Cutting Test" Schnitte" and the Picture Rotation Test-Two New Measures to Assess
Spatial Ability." International Journal of Testing 3.3 (2003): 219-231.
HALIM, LILIA, RUHIZAN M. YASIN, and AZAMAN ISHAR. "CAMED: An Innovative Communication Tool in Teaching
Engineering Drawing." WSEAS Transactions on Information Science & Applications 9.2 (2012).
Fig 3
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Sorby, Sheryl A. "Developing 3-D spatial skills for engineering students."Proceedings of the 17th Annual Conference of
the Australasian Association for Engineering Education: Creativity, Challenge, Change; Partnerships in Engineering
Education. Australasian Association for Engineering Education, 2006.

32. References
Mizell, David W., et al. "Comparing immersive virtual reality with other display modes for visualizing complex 3D
geometry." University College London, technical report (2002).
Tsutsumi, Emiko. "A Mental Cutting Test using drawings of intersections."Journal for Geometry and Graphics 8.1 (2004):
117-126.
Olkun, Sinan. "Making connections: Improving spatial abilities with engineering drawing activities." International Journal
of Mathematics Teaching and Learning3.1 (2003): 1-10.
Upadhye, S. N., S. M. Shaikh, and T. B. Yalsangikar. "New Teaching Method To Teach Projection & Development Of
Solids." International Journal of Engineering 2.2 (2013).
Henry, Daniel, and Tom Furness. "Spatial perception in virtual environments: Evaluating an architectural application."
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Fig 3
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