The quality of modern engineering education is directly linked with the students’ ability to create and read the drawings of engineering structures. The development of spatial skills for engineering students is closely related with the success in their future professional career. Visualization of geometric problems helps students to understand and to solve the given geometric tasks. Augmented Reality (AR) is one of the many challenges of modern IT technologies which recently became available also for education purposes. Augmented Reality (AR) application enables faster comprehension of complex spatial problems and relationships which will benefit the students greatly during their learning processes. Augmented Reality is a new technology that lets you interact with the real world and virtual objects at the same time. It is supposed that AR will provide new possibilities to teach the contemporary generation of students in an attractive and more entertaining way. The use of AR technology facilitates the students to acquire better practical skills in much shorter time during their academic studies and improves the quality of graphic education. The objective of the project is to develop the didactic toolkit which include set of practical exercises with 3D objects prepared for the use into AR environment. The didactic toolkit is specified for vocational schools, colleges and universities where the graphical engineering subjects are compulsory. The didactic toolkit will allow to develop spatial skills of students of vocational schools and higher schools, to obtain practical experience in solving graphic exercises and will give an opportunity to enhance the quality of graphic education. Applying AR technology to support learning activities may become a trend for graphical engineering subjects. AR application was used to entertain the students during the studies. The AR didactic toolkit allows to create the attractive teaching methodology and increases motivation of students to study graphical engineering subjects. During the project the didactic toolkit which include set of practical exercises with 3D objects prepared for the use into AR environment will be created. The didactic toolkit will be tested in vocational schools and higher schools. It is planned to prepare the material in English, Lithuanian, Polish, Latvian, Spanish and German. Taking into account, the project partners need to improve technical and didactical competences of drawing (engineering computer graphics) vocational teachers, lecturers, instructors of vocational schools, colleges and universities; it is planned to do the following in the upcoming project "Contemporary Approach to the Development of Spatial Comprehension through Augmented Reality Content": 1. Investigate the methodology of teaching and content of the graphical subjects in educational institutions in the partner countries; 2. Prepare the material of: 2.1. Cutting Geometrical Solids with Planes: Intersection of Planes and Prism. 2.2. Intersections of Geometrical Surfaces: 2.3. Orthographic projections: 2.4. Construction of Elements of Machine Parts: 2.5 Architectural und Construction Drawing: 3. Software for AR 3D objects visualization. 4. Prepare the website project "Contemporary Approach to the Development of Spatial Comprehension through Augmented Reality Content" in all partners’ languages; 5. After preparing the project methodological material and started testing, there will be organized 3-day training in partner countries P2. RIGAS TEHNISKA UNIVERSITATE (Latvia) and DECROLY Centro Homologado de Formacion profesional (Spain); 6. Perform testing of the interactive remote project "Contemporary Approach to the Development of Spatial Comprehension through Augmented Reality Content"; 7. Perform spread/ valorization activities; 8. Develop a system for quality assurance of the project activities; The methodological materials of project will be prepared by the scientists and practitioners from the European Union countries: Lithuania, Polish, Latvia, Spain, Germany. Target groups of the project: - Students of vocational schools; - Students of higher schools and colleges; - Vocational teachers; - Lecturers of higher schools and colleges, scientists of that field. There are participating 8 partners in the project from 5 (Lithuania, Poland, Latvia, Spain, Germany) European Union countries. All project activities are distributed among the partners according to their competencies and skills in order to give the project the best added value: P1. Public Institution Vilnius Builders Training Centre (Lithuania); P2. RIGAS TEHNISKA UNIVERSITATE (Latvia); P3. Warsaw Technical University (Poland); P4. Universitat Politecnica de Valencia (Spain); P5. Šiauliai vocational education and training centre (Lithuania); P6. SNEAKYBOX (Lithuania) Information technology company; P7. Jugendförderverein (Germany); P8. DECROLY Centro Homologado de Formacion profesional (Spain).
The quality of modern engineering education is directly linked to the students’ ability to create and read the drawings of engineering structures. The development of spatial skills for engineering students is closely related to the success in their future professional career. Visualization of geometric problems helps students understand and to solve the given geometric tasks. Augmented Reality (AR) is one of the many achievements of modern information technology that is also available for educational purposes. The Augmented Reality application enables faster comprehension of complex spatial problems and relationships which will benefit the students greatly during their learning processes. Augmented reality is a new technology that allows you to interact with the world and virtual objects simultaneously. It is supposed that AR will provide new possibilities to teach the contemporary generation of students in an attractive and more entertaining way. The use of AR technology facilitates the students to acquire better practical skills in much shorter time during their academic studies and improves the quality of graphic education. The objective of the project was to develop the didactic toolkit which includes a set of practical exercises with 3D objects prepared for the use into the AR environment. The didactic toolkit is specified for vocational schools, colleges and universities where the graphical engineering subjects are compulsory. This didactic toolkit will help to develop the spatial skills of vocational and higher education students, gain practical experience in solving graphic exercises and provide an opportunity to improve the quality of graphic education. Applying AR technology to support learning activities may become a trend for graphical engineering subjects. The AR program is a great tool to engage and entertain students during their studies. The AR didactic toolkit allows to create an attractive teaching methodology and increases the motivation of students to study graphical engineering subjects. During the project, the didactic toolkit which includes a set of practical exercises with 3D objects prepared for the use into the AR environment were created. The didactic toolkit was tested in vocational schools and high schools. Taking into account, that the project partners needed to improve technical and didactical competences of drawing (engineering computer graphics) vocational teachers, lecturers, instructors of vocational schools, colleges and universities - the following were developed during the project "Contemporary Approach to the Development of Spatial Comprehension through Augmented Reality Content":
The quality of modern engineering education is directly linked to the students’ ability to create and read the drawings of engineering structures. The development of spatial skills for engineering students is closely related to the success in their future professional career. Visualization of geometric problems helps students understand and to solve the given geometric tasks. Augmented Reality (AR) is one of the many achievements of modern information technology that is also available for educational purposes. The Augmented Reality application enables faster comprehension of complex spatial problems and relationships which will benefit the students greatly during their learning processes. Augmented reality is a new technology that allows you to interact with the world and virtual objects simultaneously. It is supposed that AR will provide new possibilities to teach the contemporary generation of students in an attractive and more entertaining way. The use of AR technology facilitates the students to acquire better practical skills in much shorter time during their academic studies and improves the quality of graphic education. The objective of the project was to develop the didactic toolkit which includes a set of practical exercises with 3D objects prepared for the use into the AR environment. The didactic toolkit is specified for vocational schools, colleges and universities where the graphical engineering subjects are compulsory. This didactic toolkit will help to develop the spatial skills of vocational and higher education students, gain practical experience in solving graphic exercises and provide an opportunity to improve the quality of graphic education. Applying AR technology to support learning activities may become a trend for graphical engineering subjects. The AR program is a great tool to engage and entertain students during their studies. The AR didactic toolkit allows to create an attractive teaching methodology and increases the motivation of students to study graphical engineering subjects. During the project, the didactic toolkit which includes a set of practical exercises with 3D objects prepared for the use into the AR environment were created. The didactic toolkit was tested in vocational schools and high schools. The material was prepared in English, Lithuanian, Polish, Latvian, Spanish and German. Taking into account, that the project partners needed to improve technical and didactical competences of drawing (engineering computer graphics) vocational teachers, lecturers, instructors of vocational schools, colleges and universities - the following were developed during the project "Contemporary Approach to the Development of Spatial Comprehension through Augmented Reality Content": 1. The methodology of teaching and content of the graphical subjects in educational institutions in the partner countries were investigated; 2. The material developed on the topics listed below: Development of teaching materials methodology. 2.1. Cutting Geometrical Solids with Planes (50 exercises). 2.2. Intersections of Geometrical Surfaces (21 exercises). 2.3. Orthographic projections (32 exercises). 2.4. Construction of Elements of Machine Parts (11 exercises). 2.5 Architectural and Construction Drawing (19 exercises). 3. Software for AR 3D objects visualization. Project website https://liggd.lt/spacar/en The application can be used by high school teachers, vocational teachers and students studying the discipline of drawing. The goal of the app is for students and pupils to master 3D models and perform drawing practical tasks professionally. In the SPACAR program, the aim is for the teacher to use the teaching material with tasks and questions developed in the SPACAR project during the teaching, and the students perform practical tasks in AutoCAD or other program or draw drawings by hand. This interactive platform is designed with the ability for a teacher to upload their self-created drawing assignments to the SPACAR program. 4. A project "Contemporary Approach to the Development of Spatial Comprehension through Augmented Reality Content" website with content in all partner languages has been created. The methodological materials of project were prepared by the scientists and practitioners from the European Union countries: Lithuania, Latvia, Poland, Spain, Germany. Target groups of the project were: - Students of vocational schools; - Students of high schools and colleges; - Vocational teachers; - Lecturers of higher schools and colleges, scientists of that field. There are 8 partners who participated in the project from 5 (Lithuania, Poland, Latvia, Spain, Germany) European Union countries. All project activities were distributed among the partners according to their competences and skills in order to give the project the best added value: P1. Public Institution Vilnius Builders Training Centre (Lithuania); P2. RīgasTehniskāuniversitāte (Latvia); P3. Warsaw Technical University (Poland); P4. UniversitatPolitecnica de Valencia (Spain); P5. Šiauliai vocational education and training centre (Lithuania); P6. SNEAKYBOX (Lithuania) Information technology company; P7. Jugendförderverein (Germany); P8. DECROLY Centro Homologado de Formacionprofesional (Spain).