Document Type
Article
Publication Date
Spring 2018
Publication Title
Journal of Technology Education
Volume
29
Issue
2
Pages
36-53
Abstract
A number of studies indicate that the use of holographic displays can influence spatial visualization ability; however, research provides inconsistent results. Considering this, a quasi-experimental study was conducted to identify the existence of statistically significant effects on sectional view drawing ability due to the impacts of holographic displays. In particular, the study compared the use of three different types of displays: 3D printed model, computer generated model, and holographic model to determine whether a significant difference exists towards sectional view drawing ability, among engineering technology students. According to the results of this study, it is suggested that the impact of the display type provides no statistically significant differences.
Original Publication Citation
Katsioloudis, P. J., & Jones, M. V. (2018). A comparative analysis of holographic, 3D-printed, and computer-generated models: Implications for engineering technology students' spatial visualization ability. Journal of Technology Education, 29(2), 36-53.
ORCID
0000-0003-3288-6750 (Katsioloudis), 0000-0002-9879-2477 (Jones)
Repository Citation
Katsioloudis, Petros J. and Jones, Mildred V., "A Comparative Analysis of Holographic, 3D-Printed, and Computer-Generated Models: Implications for Engineering Technology Students' Spatial Visualization Ability" (2018). STEMPS Faculty Publications. 76.
https://digitalcommons.odu.edu/stemps_fac_pubs/76
Included in
Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Engineering Education Commons