Creating animations for an EU funded project with international partners from Turkey and Bulgaria. The animations and AR/VR were used to teach engineering drawings according to BS 8888. Preliminary testing showed an increase of 30% in test scores. Storyboards were created for all aspects of the project to clearly communicate the direction of the project and the outputs to all partners in the UK, Bulgaria and Turkey.
There are concerns from higher education (HE) institutions and industry about the decline in standards of technical drawings (TDs) due to the lack of understanding of basic geometric construction and the conventions of drafting skills that underpin the best practices. There is growing evidence that simulations/animations along with augmented and virtual reality (AR/VR) technologies can improve learners’ engagement, competence, and skills; especially when compared to traditional didactic methods. However, this approach to teaching and learning (T&L) is difficult when studied at distance, or without access to the appropriate technologies to carry out the suggested activities. Leading to the need to develop appropriate methods and content that suit this pedagogical problem. This paper describes the development of an AR/VR application to support the T&L of design and engineering students in education and industry. Using a multi-disciplinary design-based research methodology, this European (UK, Bulgaria, Turkey) funded research project combines pedagogy and technology to approach TDs education problems; and to develop an AR/VR education solution to address learning difficulties within the different critical TDs categories identified. This development is based on findings from an international study in three different categories covering the perception of TDs education, assessing of TDs knowledge and ability, and expectations of TDs education. This research project also covers the difficulties and good practices of multi-disciplinary teams for developing TDs and AR/VR contents where the approaches to T&L may differ between practices.
Animations were used as an introduction to technical drawings, a quick reference back to the most important material. AR was then used as a more in depth look into technical drawings giving a more interactive look at the elements and parts being displayed. Finally, VR was then used to test the students and highlight areas where they may need to study more on.
A booklet alongside a VR headset were also created to aide in the understanding of the project and provide some marketing material needed for the project.
Different teaching techniques, animation styles and outputs were created to provide a detailed teaching experience with goal-oriented content in order to improve the skill of students in technical drawings for the machinery manufacturing sector. Preliminary tests showed an increase of 30% in test scores when compared to a test group not using the materials created.
Animations were created to explain the following:
Perspective, Orthographic and Views
Fits and Tolerance