This research study conducted during the Fall Semester of 2011 at Purdue University compared the use of augmented reality and real blocks instructional methods, for advancing spatial abilities in students of different learning styles (visual/haptic). This study implemented augmented reality and real models as visualization aids for first year engineering students enrolled in an entry level engineering graphics course. This thesis presents the significance of this research study, the research methodology, and the statistical findings. The results of the study conclude that there is no significant interaction between learning style of visual or haptic and instructional method of augmented reality or real blocks. This result infers that either instructional method would aid students in advancing visualization skills equally. This thesis suggests future studies and applications for the integration of both augmented and real models as visualization aids to advance the spatial abilities of introductory engineering students.
spatial ability, engineering graphics, haptic, visual, augmented reality
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