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DE LA FACULTAD DE INGENIERÍA
REVIST
A TÉCNICAREVISTA TÉCNICA
“Buscar la verdad y aanzar
los valores transcendentales”,
misión de las universidades en
su artículo primero, inspirado
en los principios humanísticos.
Ley de Universidades 8 de
septiembre de 1970.
“Buscar la verdad y aanzar
los valores transcendentales”,
misión de las universidades en
su artículo primero, inspirado
en los principios humanísticos.
Ley de Universidades 8 de
septiembre de 1970.
VOLUME 43
SEPTEMBER - DECEMBER 2020
NUMBER 3
Rev. Téc. Ing. Univ. Zulia. Vol. 43, No. 3, 2020, September-December, pp. 114 - 176
Mobile Augmented Reality: A pedagogical strategy in the
university environment
Luis Alberto Laurens Arredondo
Centro de Innovación en Ingeniería Aplicada (CIIA),Facultad de Ingeniería, Universidad Católica del Maule,
Talca,C.P.3460000, Chile.
llaurens@ucm.cl
https://doi.org/10.22209/rt.v43n3a01
Received: 18/03/2020 | Accepted: 09/06/2020 | Available: 01/09/2020
Abstract
Mobile augmented reality (m-AR) in addition to being a booming computer technology is an innovative tool that
can support the pedagogical process in university classrooms, which is why this research aims to show a methodological
proposal for its implementation, with the purpose of facilitating the learning of the spatial reasoning of the students,
through the visualization and manipulation of three-dimensional virtual objects, promoting the motivation of learning
the knowledge and topics typical of the course of industrial design and technical drawing for the career of industrial
modeling software, computer-aided design program and augmented reality application software.An updated methodology is
proposed, available to any teacher, aimed at stimulating the mental processes related to the spatial reasoning of the students,
which integrates technological tools in the teaching of the dihedral system and the different graphic projections.
Keywords: pedagogical innovation; technical drawing; augmented reality mobile; university education.
Realidad Aumentada Móvil: Una estrategia pedagógica en el
ámbito universitario
Resumen
La realidad aumentada móvil (RA-m) además de ser una tecnología informática en auge es una herramienta
innovadora que puede apoyar el proceso pedagógico en las aulas de clases universitarias, es por eso que la presente
el aprendizaje del razonamiento espacial de los alumnos, a través de la visualización y manipulación de objetos virtuales
tridimensionales, fomentando la motivación del aprendizaje de los conocimientos y tópicos propios del curso de diseño
computadora y softwares de aplicación de realidad aumentada. Se propone una metodología actualizada, al alcance de
cualquier docente, orientada al estímulo delos procesos mentales relacionados al razonamiento espacial de los alumnos, que
Palabras clave: innovación pedagógica;dibujo técnico; realidad aumentada móvil; educación universitaria.
Rev. Téc. Ing. Univ. Zulia. Vol. 43, No. 3, 2020, 142-149
Rev. Téc. Ing. Univ. Zulia. Vol. 43, No. 3, 2020, September-December, pp. 114 - 176
143
Realidad Aumentada Móvil
Introduction
The constant search for new tools that serve
to facilitate and enhance the capture of the capture of
knowledge in diverse areas of understanding, is an activity
that will always be a part of the evolution of information
and communication technologies (ICT), especially those
that are commonly used in human everyday life. It is there,
where smart mobile devices or Smartphone stand out
to its undeniable in university classrooms, this opens the
window of opportunities for the implementation of new
teaching strategies.
According to Paredes [1], cell phones in the
classroom are mainly used for searching for information
information storage, website platforms use, applications
use (app), currently being mobile devices in association
with other technologies the most used aspect, since it
transforms these mobile devices into power teaching tools,
a fact that is being recognized by educators worldwide.
Among those associated technologies, AR has outdone the
Figure 1.[2].
adding digital content or virtual information to elements
which comes into contact with the real environment and
the virtual environment simultaneously, as showed in
Figure 1. The architecture of this technology includes three
fundamental elements: the display devices, these are the
peripheral hardware in charge of capturing images of the
real world, such as web cameras, tablets or smart phones.
AR when using this last type of device takes on the name
m-AR. Another essential elements are the software used,
which are divided into integration, display and modeling,
all these can work in isolation or integrated and are
responsible for generating virtual objects and combining
all the element of the scene, both real and virtual, showing
them on the screen to the user. Finally, triggers are those
that prompt the appearance of virtual information, which
can be QR codes, objects, geolocation or markers and
virtual objects in the real world.
makes the perception of the environment a more
an innovative tool that can be used to improve the
learning process of any topic where it is implemented.
In addition to the previously mentioned, the undeniable
universalization of mobile devices is presented, which
allows the interaction between the realities captured by
the students to be complemented with superimposed
digital data in a simple way without detracting from the
main theme where it is implemented, this makes for a
process in university education, Moreno and Pérez [5]
indicate that they have been implemented in strategies
such as educational games with AR, object modeling with
AR, books with AR, teach materials with AR, all primarily
intended for the development of students’ professional
skills.
This has led to the study of the impact of
strategies on said pedagogical process, in areas such
as biology, physics, grammar, languages, mathematics,
religion, arts, etc. [6]. For their part, in the area of the
industrial design and technical drawing, the following
investigations stand out: In 2017, Ayala, Blázquez and
Montes-Tubío [7] showed the good response from students
method. Then in 2018, Cerquiera, Clero, Moura and Sylla
[8] measured the university students’ level of enjoyment,
using a pilot application of virtual reality visualization,
construction, deconstruction and manipulation of
Recently in 2019, Garzón and Acevedo [9] performed a
meta-analysis of 64 quantitative investigations present
and Google Scholar) conducted between 2010-2018
to analyze the impact of augmented reality on student
learning. All these pedagogical investigations reinforced
that the implementation of innovative strategies is highly
relevant for students’ cognitive development, and even
more if these activities are supported by tools that help
to develop spatial reasoning through the demonstration
of abstract concepts in interaction with multimedia
resources. This is combined with the need for universities
to adapt and update themselves in the use of new tools
promising present and future as a line of applied research
associated with disruptive pedagogical innovation [11].
successful use of these innovative technologies in the
classroom, which according to Ferguson [12], not only has
a positive impact on students achieving cognitive change,
Rev. Téc. Ing. Univ. Zulia. Vol. 43, No. 3, 2020, September-December, pp. 114 - 176
144
Laurens Arredondo
but also affective and behavioral changes in them, thus
The implementation of a technology such as
AR in the academic environment has no future viability
if it is not framed in an educational approach adapted
to the particular curriculum, which in turn will depend
applicable. Bower, Howe, McCredie, Robinson and Grover
[6] indicate that the AR can be associated with different
pedagogical approaches, leading to infer that the optimal
but rather a combination of pedagogical approaches.
In this work, an alternative pedagogical proposal
as a didactic support resource in the teaching process
relevant advantages and limitations. This described
methodology is supported by constructive pedagogy, since
it involves the use of various active strategies focused
on achieving an education based on the construction,
by the student, of their own learning, and taking into
account that selecting activities that motivate student
participation and reaction is a crucial aspect in the
pedagogical process, since the degree of commitment and
openness to internalize the concepts, ideas and topics that
are facilitated within the classroom will depend on this,
that is why the implementation of well-selected activities
[13].
Experimental
The present work is an applied investigation
performed under the Action-Research approach [14], since
it allowed the educational innovation from planning, action,
in the educational process in order to improve teaching
practices and the pedagogical process with the support
of ICT [15]. The design of this educational proposal has
Católica del Maule, which was held by the author of this
work. The total number of participants were 82 students
(68.3% men and 31.7% women) with ages between 19-
25 years old. This course is of particular importance due
to its link with the development of spatial reasoning in
students and its close relationship with the internalization
of abstract concepts in engineering drawing such as cross
engineering drawings, and where its lack of development
may be the cause of the students’ poor performance in the
ability as a component of intelligence, which is linked to
the capacity to form a mental representation of the world,
but what is generally known as spatial ability, is in reality
a part of the spatial capacity. The three main components
capability, which are genetic origin and cannot be trained,
while the last, spatial ability, can be educated through the
development of a study methodology, pedagogical tools
and independent study.
That is why, this work is based on the interest
of the aforementioned teachers from the school of
industrial engineering, in facilitating the teaching and
learning processes in students of the Industrial design
and technical drawing course, especially to help them
develop mental processes related to spatial reasoning. It
is a constant concern for the department’s academics that
one of the consequences of the constant updating of the
university curricula is the reduction in courses related to
has already happened in other universities [16], which in
turn generates the constant need from the academics to
completion in the 16-week time frame of the course,
which is perhaps the solution to this problem, a change in
the didactic strategies used.
For the design of the proposed pedagogical
strategy, the basic principles proposed by Cuendet,
these principles required that the AR systems were
student’s needs, that the content could be taken from the
curriculum and delivered in short periods like the rest
of the lessons and that the application of the AR systems
The methodology developed in this investigation
curricular activity, in which it was implemented, which
requires students to apply the ISO and NCh standards to
the display of a geometric object using new technologies
for the elaboration of industrial design productions. To
achieve this objective, the aim is that, with support from
AR, students no only understand the dihedral system but
abstract, but as the representation of objects in the
environment [18], as well as its relation with the industrial
design. A framework of 32 sessions are detailed in the
course syllabus, where evaluation, criteria and indicator
techniques are established to measure the learning
results. These work sessions are divided into theoretical
and laboratory classes.
• Theoretical classes. They were held in a classical
Rev. Téc. Ing. Univ. Zulia. Vol. 43, No. 3, 2020, September-December, pp. 114 - 176
145
Realidad Aumentada Móvil
classroom for 90 people, with projector, white-
board and desks.
• Laboratory classes. Room equipped with a com-
puter with Aumentaty
®
community software,
such as Creator
®
2019 (integrator software) and
®
2019 (modeling software) that were
installed, all of their free or academic versions.
Additionally, for these classes, students must
have a mobile phone with the Aumentaty Scope
®
The development of the pedagogical proposal
described in this report seeks to update the procedures
used in the implementation of innovative tools in
university teaching, in order to contribute to the retention,
appropriation and understanding of highly abstract
technical content and the promotion of spatial cognitive
skills in students [19].
Results and Discussion
The purposed methodology is described below
in a sequence of weekly activities distributed throughout
the professor’s work sessions that can be summarized in
Table 1.
Table 1.
Week
Description of the
activities
Resources
Evaluating
instrument
1
Presentation of the
course. Denition, uses
and applications in
Engineering.
Syllabus,
Master class,
Lectures
Lectures,
Telephone or
mobile device,
AutoCAD
2019,
Augment
Creator 2019,
Augment
Scope 2019
Written test,
guideline,
rubric,
Workshops,
Cumulative
Test, PBL
2
Theory of projections
and views
3
Standardization of
drawings, formats
4
Scales, dimensioning
and folding of
drawings
5 CAD Control No.1
6 ISO and NCh Standards
7
Aerial and Isometric
Perspectives
8 CAD Control No.2
9
Drawing Lecture in
Engineering
10
Industrial Drawing
Designs
11 Cuts and Sections
12
Final Project
Development 1
13 CAD Control No.3
14
Final Project
Development 2
15
CAD Practical Exam
16 Final Project
Presentation
Week 1: In this instance, the general course content was
presented, the methodology, planning, evaluations and
bibliography handed out. The general framework of
technical drawing and their application in engineering
was discussed, trying to unify the previous knowledge of
this group of alumni.
Week 2: The different projection systems
different views that were generated from a drawing was
and the application of AR installed in mobile telephones,
which was proposed by Sánchez [20].
The students were given, in printed format, an
AR workbook called AR-Book UCM, shown in Figure 2,
practice the students’ spatial reasoning and abstraction
(Figure 2a), with which the students, using their phones,
could visualize them through Aumentaty Scope® display
application. This session was intended to familiarize
students with the application and how to visualize solids
as can be seen in Figure 2b.
Week 3: The general characteristics of the plans,
types (set, manufacture, assembly, etc.), standardized
Week 4: In this class, the information of different
types of scales was provided, dimensioning and their
2370 regulations.
Week 5: The introduction to graphical
®
2019 software was
dimensional drawing, work tools, drawing edition, help
learning of the basic drawing commands (line, circle, copy,
move, erase, rotate, symmetry, etc.) were evaluated.
Week 6: In the work sessions of this week, the ISO
procedures and Chilean drawing standards were detailed,
their implementation in engineering projects.
Rev. Téc. Ing. Univ. Zulia. Vol. 43, No. 3, 2020, September-December, pp. 114 - 176
146
Laurens Arredondo
a)
b)
Figure 2.
through Scope
®
app.
Week 7: The topics covered were the dihedral
system, the aerial and isometric perspective, teaching the
procedure to make freehand drawings in both perspective
with the help of set squares.
Week 8: Students were introduced to additional
®
2019 software. Their
learning of basic editing commands (rotate, scale,
Week 9: The reading and interpretation of
engineering plans was discussed. Basic distributions of
the work area of a drawing, as well as the different symbols
used in the main disciplines according to the drawing.
Week 10: The concept of industrial drawing
was introduced. The environment of drawing solids in
®
2019, the display commands and generation of
Week 11: The topics covered were the main
types of cuts and solid sections, cutting planes, planes for
cutting projections (views). Criteria and regulations taken
®
2019 as a
Week 12:
the evaluation rubric and the project guidelines were
elements, then translating those into an engineering plan
that has a frontal, lateral and isometry view, all replicating
the physical plans provided by the professor (metallic
structure assembling drawing). Later, this plane drawn by
model in AR, as can be seen in Figure 3.
Figure 3. a) Mechanical structure drawing that serves as
a marker. b) AR display through the Scope
®
app.
a)
b)
Rev. Téc. Ing. Univ. Zulia. Vol. 43, No. 3, 2020, September-December, pp. 114 - 176
147
Realidad Aumentada Móvil
The Aumentaty
®
community was formally
introduced to the students, the basic procedure for AR
using the software, through the procedure described in
Figure 4.
Figure 4. Procedure to display virtual objects through AR
[21].
Week 13:
®
2019.
Week 14: Test integration practices were
®
lithography application formats (STL format), and
importing them later into an integration software with
AR Aumentaty Creator
®
. The markers used were the two-
models previously made by students. The idea is that the
Scope
®
software installed on their cellphones and have
found in the Aumentaty Creator
®
, as well as in importing
uneven in a percentage of students due to the difference in
performance between the phones available.
Week 15:
(50% theoretical – 50% practical) designed to measure
the learning of the contents covered throughout the
course.
Week 16:
implemented for the pedagogy of technical drawing and
industrial design concepts, they were able to create virtual
learning objects that use the advantage provided by AR
technology to capture the students’ attention, stimulating
their motivation, therefore positively impacting the
learning process [22], through the implementation of
innovative educational strategies, which, has already been
demonstrated, promoting transversal skills learning, such
as leadership, teamwork and communication [23].
Conclusion
A procedure has been performed for the
teaching of the dihedral system and the different
graphic projections by including AR technology in
the development of educational content, which was
oriented to the stimulation of mental processes related
to the students’ spatial reasoning, where the creation
and integration of virtual models moved away from great
in the computing area, supported by the increase of
mobile smart phones presence in university classrooms,
own by the student population. The development of
software that serves as pedagogical tools for easy and fast
learning on how to use this technology, such as Aumentaty
Creator
®
2019 and Aumentaty Scope
®
2019, which seeks
to serve as a guide for the university community in the
adoption and implementation of this type of technology
as a pedagogical strategy, as well as its strengthening as
research line due to its high potential as a didactic tool,
stimulation and disposition towards learning by students
[24].
The developed methodology shows to be a
valid strategy to improve the pedagogical process in the
technical drawing area, due to the impact on motivation in
students for the use of innovative technology, thus giving
the industrial environment, without needing to leave
implementation due to the characteristics of hardware
(poor performance by older mobile phones) and software
(the Aumentaty Creator
®
platform slowness due to its
dependence on a high-bandwidth internet connection).
It was determined that, in order to perform and
effective design of AR based pedagogical activities, it was
necessary to form multi-disciplinary teams that included
of stimulated motivation with the implementation of the
present methodology is proposed for future work.
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REVISTA TECNICA
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OF THE FACULTY OF ENGINEERING
UNIVERSIDAD DEL ZULIA
This Journal was edited and published in digital format
on August 31st 2020 by Serbiluz Editorial Foundation
Vol. 43. N°3, September - December 2020_________
