Satisfaction analysis of the augmented reality 3D modeling course to improve spatial ability in engineering students
DOI:
https://doi.org/10.5281/zenodo.13901014Keywords:
satisfaction, 3D modeling, augmented reality, spatial capacity, engineeringAbstract
A research study was conducted to assess the level of student satisfaction in the engineering faculty within the fields of metallurgy, geology, and civil engineering at a state university in the context of the COVID-19 pandemic in 2021. Currently, engineering students are facing challenges with 3D visualization and spatial conception, leading to a low level of university motivation. The methodology employed a quantitative descriptive approach with a non-experimental cross-sectional design, using a sample of 250 first-year engineering students, of which 38 participants responded to the ARCS Keller model survey to measure motivation and satisfaction, aiming to enhance spatial abilities. Results showed that the majority of surveyed students were between 17 and 22 years old, and high levels of satisfaction were observed in dimensions such as attention level, relevance of content, confidence in the application, and satisfaction with the course and 3D materials, with satisfaction rates exceeding 76%. Overall, the findings indicate positive satisfaction and high motivation towards the 3D engineering design course in augmented reality, which has contributed to improving the spatial abilities of engineering students, resulting in an average satisfaction rate of 79%.
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