The effect of 3D-stereogram mobile AR on engineering drawing course outcomes among first-year vocational high schoolers with different spatial abilities: a Bloom�s taxonomy perspective

ABSTRACT
Engineering drawing is valuable in capturing geometric features,
conveying engineering ideas, and creating a blueprint of the intended
product. Engineering students usually perform orthographic projections,
imagining a 3D situation and sketching its 2D representation. That
requires imagination and mental visualization, determined by the
learner�s spatial ability. This study proposes the infusion of an AR
stereogram mobile application into an engineering drawing course to
establish how it influences learning outcomes among students with
different spatial abilities. The quantitative experimental study involved
two mechanical engineering classes in northern Taiwan, N = 69 first-year
vocational high schoolers. Statistical analysis revealed that the
experimental group with high spatial ability recorded better results and
excellent drawing skills. Bloom�s taxonomy categorization reported that
spatial ability influenced �understanding� and �applying� levels, with
the strongest effect on �understanding.� Although no significant
interaction existed, learning outcomes were highly affected by spatial
ability in �understanding� and �applying� levels and AR in the overall
performance. The findings and discussions show AR holds great
potential to enhance students� spatial ability for real-time visualization
and enables better concept comprehension by improving their
understanding of engineering topics. Future studies should consider
these implications in creating effective and immersive learning
environments for different courses in engineering education.