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This paper attempts to harness the opportunities for mobility and the new user interfaces that handheld touch screen devices offer, in a non-formal learning context, with a view to developing spatial ability. This research has addressed two objectives: first, analyzing the effects that training can have on spatial visualisation using the educational content developed for this pilot study; and second, evaluating the experience of users in the use of handheld touch screen devices and their degree of satisfaction with the on-line course proposed. Two study groups were used: an experimental group, which undergoes a one week training programme, and a control group, which does no spatial training tasks during this period. The results show a significant improvement in average spatial visualisation scores among the experimental group in comparison with the control group. Students value positively the course accomplished and they expressed their preference for these multimedia contents over the conventional pencil and paper formats, and for the on-line learning over a face to face course. They also consider that having materials of this kind available in their study programme subjects and the possibility of accessing this material at any time and in any place to be a positive aspect. (Contains 11 figures and 7 tables.)

Virtual reality (VR) helps to visualize the spatial relationships between the different elements of the landscape in landscape architecture, allowing the user to feel the designed environment and navigate through it interactively. VR can be used to navigate spaces designed both indoors (inside a building) and outdoors (landscape). In the present research, the perception of the 3D environment during navigation was compared between indoor and outdoor virtual reality environments. The value of the user experience was measured with the Questionnaire on User eXperience in Immersive Virtual Environments, analyzing the presence, engagement, immersion, flow, skill, emotion, usability, technology adoption, judgment and experience consequence subscales. In overall self-reported user experience, results showed that the perception of the environment during navigation was higher in open VR environments than in closed ones. Regarding subscales, the existence of obstacles limits the freedom of movement, which causes a lesser sense of presence. A more fluid VR navigation also generates positive effects on the flow subscale. In outdoor environments, lighting generates shadows, which help in spatial perception and orientation tasks during navigation, which facilitates and increases the perception of immersion. In closed environments, light plays a less important role during navigation. [ABSTRACT FROM AUTHOR]

The adoption of open-source digital manufacturing technologies in small art workshops may improve their competitiveness. Pieces modeled by computer and made with FDM (Fused Deposition Modeling) 3D printers that use PLA (polylactic acid) can be implemented in the procedures of artistic casting. However, models printed by PLA are limited to approximate minimum sizes of 3 cm, and the optimal layer height resolution is 0.1 mm. These sizes and resolutions are not suitable for creating microsculptures used, in many cases, in jewelry. An alternative to solve this limitation, is to use a DMLS (Direct Metal Laser Sintering) 3D printer. However, due to its high cost, it is a technology that is difficult to introduce in small artistic foundries. This work detailed the design and validation of a DLP (Digital Light Processing) 3D printer, using backlit LCD (Liquid Crystal Display) screens with ultraviolet light. Its development is totally "open source" and is proposed as a kit made up of electronic components, based on Arduino and easy to access mechanical components in the market. Most parts can be manufactured in low cost FDM (Fused Deposition Modeling) 3D printers. The result is an affordable, high resolution (0.021 mm), and open-design printer that can be implemented in artistic contexts. [ABSTRACT FROM AUTHOR]

One of the drawbacks of using 3D printers in educational environments is that the creation time of each piece is high and therefore it is difficult to manufacture at least one piece for each student. This aspect is important so that each student can feel part of the manufacturing process. To achieve this, 3D printers can be used, not to make pieces, but to make the molds that students use to create replicas. On the other hand, for a mold to be used to make several pieces, it is convenient to make it with flexible material. However, most used material for 3D printers (PLA) is very rigid. To solve this problem, this article designs a methodology that allows the use of low-cost 3D printers (most common in school environments) with flexible material so that each mold can be used to manufacture parts for several students. To print flexible material with low-cost printers, it is necessary to adapt the machine and the print parameters to work properly. This article analyzes the changes to be made with a low cost 3D printer and validates the use of molds in school environments. A pilot test has been carried out with 8 students of the subject of Typography, in the School of Art and Superior of Design of Tenerife. During the activity, the students carried out the process of designing a typography and creating digital molds for 3D printing with flexible material. The designs were made using free 3D modeling programs and low-cost technologies. [ABSTRACT FROM AUTHOR]

In some classrooms the use of digital tablets for students is already standardized and is integrated into the teaching-learning process of the school. On the other hand, the use of cutting plotters is not common, although they are low-cost, easy to use and transportable devices. These machines are usually found in digital fabrication spaces such as Makerspaces, Fab labs, etc. However, it is interesting to introduce these technologies in traditional classrooms. This article describes an experience carried out at Colegio San Isidro, Los Salesianos de la Orotava, Tenerife in the 3rd year of secondary school in the subject of plastic, visual and audiovisual expression, in which an activity of design and creation of pop-up cards has been carried out. This activity is made in many subjects in order to develop creativity or to understand threedimensional concepts (mathematics, plastic, etc.). This activity involves cutting and folding paper that is usually done with scissors or cutter. It is proposed to digitalize this activity by means of digital tablets and portable cutting plotters. At the end of the activity, all the students were able to make their pop-up card using the proposed technologies and felt able to carry out the work autonomously. [ABSTRACT FROM AUTHOR]

Virtual reality is a powerful tool for teaching 3D digital technologies in building engineering, as it facilitates the spatial perception of three-dimensional space. Spatial orientation skill is necessary for understanding 3D space. With VR, users navigate through virtually designed buildings and must be constantly aware of their position relative to other elements of the environment (orientation during navigation). In the present study, 25 building engineering students performed navigation tasks in a desktop-VR environment workshop. Performance of students using the desktop-VR was compared to a previous workshop in which navigation tasks were carried out using head-mounted displays. The Perspective Taking/Spatial Orientation Test measured spatial orientation skill. A questionnaire on user experience in the virtual environment was also administered. The gain in spatial orientation skill was 12.62%, similar to that obtained with head-mounted displays (14.23%). The desktop VR environment is an alternative to the HMD-VR environment for planning strategies to improve spatial orientation. Results from the user-experience questionnaire showed that the desktop VR environment strategy was well perceived by students in terms of interaction, 3D visualization, navigation, and sense of presence. Unlike in the HDM VR environment, student in the desktop VR environment did not report feelings of fatigue or dizziness. [ABSTRACT FROM AUTHOR]

This paper describes a process to adapt tools in an artistic ceramic workshop in which custom molds are created using low-cost digital manufacturing technologies. The digitalization of busts by a 3D scanner and their transformation into 3D printed molds is a simple technique that only requires basic digital tools. These molds were used in the artistic ceramic workshop of the Psychopedagogical Center of the Order of San Juan de Dios in Tenerife, where the authors worked with people with intellectual disabilities to make ceramic pieces. These people, in most cases, do not have the necessary skills for detail modeling; however, with the help of digital manufacturing technologies, they can produce molds of their own faces and create personalized figures autonomously. In this way, they increase their self-esteem and autonomy and discover new possibilities for making products; as a result, they feel fulfilled and confirm that they can be part of the creation process. To obtain an evaluation of the activity, a qualitative study was carried out, and observation data were collected. The attitudes of the users were compared with observations made during a similar activity without using molds or technologies. It was observed that the attitude of the participants significantly improved when they obtained more satisfactory results with the use of molds. [ABSTRACT FROM AUTHOR]

In the field of environmental sustainability and landscape management, geospatial thinking is necessary. A good level of geospatial thinking is related to academic success in engineering degrees. It is relevant, therefore, to detect the possible deficiencies that university students may have in tasks related to geospatial thinking. This research presents the results of a 2014‒2019 multiyear study with agricultural engineering students, in which seven geospatial tasks were analyzed. The statistical analysis shows that geospatial tasks related to slope, stream/water flow, visibility, and relief interpretation are the best at predicting the final course mark. The present research provides quantitative data on the efficiency that four technologies have to reinforce geospatial thinking focused on each task. Augmented Reality is an appropriate 3D technology for geospatial tasks related to route search, stream/water flow, and elevation points. SketchUp Make 2017 and Autodesk 123D Make showed their potential to solve tasks related to terrain slope and visibility analysis. Spatial Data Infrastructure has given the best results in geospatial tasks related to the photointerpretation of the relief and with topographic profiles of the terrain. Our findings will help teachers to select the most appropriate geospatial tasks to include in their courses. [ABSTRACT FROM AUTHOR]

Better training of spatial skills of green infrastructure managers will contribute to better planning practices in this field. The professionals using geo-spatial technologies in sustainable city planning require, in their curriculum, specific training focused towards the acquisition of spatial skills. Using maps and geo-spatial technologies, spatial orientation skill is needed. In this research, a workshop based on a green infrastructure has been carried out. A specific teaching strategy for the improvement of spatial orientation skill has been performed. In the workshop, 3D technologies of graphic representation of an urban environment were used such as Cad Mapper, Sketch Up Make 2017 and Google Street View. Thirty-two students (22 treatment group, 10 control group) of agronomic engineering participated. The impact on spatial orientation skill was measured with the Perspective Taking-Spatial Orientation test, through pre- and post-tests. No gender differences were found. The Treatment Group obtained a significant increase of 19.27% in their spatial orientation skill. Participants of the Control group did not significantly increase their spatial orientation skill (3.21%). Specific teaching strategies such as those performed in this research can be effective for the training and development of spatial orientation skill, needed for geospatial planning in the field of Green Infrastructures. [ABSTRACT FROM AUTHOR]

Spatial thinking and spatial orientation skills are involved in tasks related to the recognition of landforms, mapping, spatial interpretation, and landscape analysis, and can be developed with specific training. Game engines can facilitate the creation of 3D virtual landforms and provide powerful rendering engines for the graphical representation of landscapes from a first-person perspective. In the present research, 27 engineering students participated in a workshop in a first-person virtual environment using landforms created with a game engine. The Spatial Thinking Ability Test and the Perspective Taking-Spatial Orientation Test measured improvement in spatial thinking and spatial orientation as a result of this workshop. The gain in spatial thinking (8.31%) is within the range observed in previous research in the field of geography using a web-based GIS strategy (7.31%–10.00%). The gain in Spatial Orientation skill (15.76%) is comparable with previous research using both first-person strategies based in urban virtual environments (14.23%), and Spatial Data Infrastructures (gains between 21.17% and 21.34%). Participants with better self-reported sense of direction had better performance on the spatial orientation test. [ABSTRACT FROM AUTHOR]

Creative thinking is an essential part of learning for sustainability, as recent studies indicate. Creativity enables the engineer to find solutions for the design of a new product or for the improvement of one already designed, to make it more sustainable. However, currently, engineering education does not usually assess academic performance in terms of creativity, and although interest in creative processes in engineering is growing, its implementation in the classroom is still scarce. In the present study, a creativity workshop was conducted in order to find multiple solutions to the problem posed, in accordance with divergent thinking. The workshop was based on a 3D CAD modelling activity, and the students needed to give different 3D design solutions starting from a two-dimensional shape. The participants were 72 engineering students from the engineering graphics subject in the degree in agricultural engineering and rural areas. Nine different creative components were evaluated. That way, not only was a generic measure of creativity obtained, but it was also possible to know the evolution of the student after the workshop for each of the components of creativity separately. The results of the workshop confirmed that creativity could be enhanced, and therefore, the learning process for sustainability can be improved in engineering. [ABSTRACT FROM AUTHOR]