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Student success in Dynamics, a core subject in Mechanical Engineering courses, requires conceptual understanding of complex systems. Dynamics covers motion of particles and objects, and usually relies on 2 dimensional images and/or written descriptions to explain models and problems. This paper explores the value of visual representation of Dynamics problems with an assumption that it would facilitate student understanding of the content. Two approaches were applied for representation of Dynamics problems with the premise of Bring Your Own Device (BYOD): used with augmented reality and web animation activities. Responses from students and reflection from lecturers were collected and reviewed in relation to the applicability and the ease of use. Students and lecturers both appreciated the benefits of visual representation of complex models, and the possibility of manipulating with virtual objects. Lecturers also appreciated the easy access and use of tools during the class.

Student success in Dynamics, a core subject in Mechanical Engineering courses, requires conceptual understanding of complex systems. Dynamics covers motion of particles and objects, and usually relies on 2 dimensional images and/or written descriptions to explain models and problems. This paper explores the value of visual representation of Dynamics problems with an assumption that it would facilitate student understanding of the content. Two approaches were applied for representation of Dynamics problems with the premise of Bring Your Own Device (BYOD): used with augmented reality and web animation activities. Responses from students and reflection from lecturers were collected and reviewed in relation to the applicability and the ease of use. Students and lecturers both appreciated the benefits of visual representation of complex models, and the possibility of manipulating with virtual objects. Lecturers also appreciated the easy access and use of tools during the class. [ABSTRACT FROM AUTHOR]

Activity theory is based on the concept of tools mediating between subjects and objects. In this theory, an individual's creative interaction with his or her surroundings can result in the production of tools. When an individual's mental processes are exteriorized in the form of tools – termed objectification – they become more accessible to other people and are therefore useful for social interaction. This paper shows how our understanding of activity theory has shaped our design philosophy for groupware and how we have applied it. Our design philosophy and practice is exemplified by a description of the BUILD-IT system. This is an Augmented Reality system we developed to enhance group work; it is a kind of graspable groupware which supports cooperative planning. The system allows a group of people, co-located around a table, to interact, by means of physical bricks, with models in a virtual three-dimensional (3D) setting. Guided by task analysis, a set of specific tools for different 3D planning and configuration tasks was implemented as part of this system. We investigate both physical and virtual tools. These tools allow users to adjust model height, viewpoint, and scale of the virtual setting. Finally, our design practice is summarized in a set of design guidelines. Based on these guidelines, we reflect on our own design practice and the usefulness of activity theory for design. [ABSTRACT FROM AUTHOR]