Abstract:
Studies pertaining to the relationship and effect of prior spatial experience, gender and how they influence three-dimensional (3D) solid modelling as well as different cognitive styles on the spatial visualisation skills has little to no evidence, especially in graphics design students at rural–universities. Additionally, graphics design students often struggle to understand, process and convert multi-faceted objects from orthographic two-dimensional (2D) views into isometric projections (3D). However, ongoing study established a strong link between spatial visualisation skills and the effective completion of graphics design content. Moreover, conventional teaching and learning practice using textbooks, physical models, and pencil drawings were found to be insufficient for improving spatial visualisation skills among pre-service teacher students at a rural-university. These challenges formed the basis of the present study which focused on the relation and effect of prior spatial experience, gender, three-dimensional (3D) solid modelling software and different cognitive styles on the spatial visualisation skills of graphics design students at a rural–university. Students at this university are from disadvantaged and under-resourced schools and they arrive at university with little or no computer-based experience. Underpinned by Piaget’s perception and imagery theory, the study determined the effect of 3D solid computer modelling on students’ spatial visualisation skills. The study was carried out at the University of Zululand (UNIZULU) a rural-based university, comprising 200 pre-service teachers undertaking a graphics design module.
Research method included mixed methods sequential research design. The study employed a spatial experience questionnaire, the Purdue Spatial Visualisation Test and semi-structured interviews to evaluate students’ prior spatial experiences, gender differences, spatial visualisation skills and cognitive styles before and after a 3D solid computer modelling intervention.
Based on the research focus, the findings showed no relation between prior spatial experience, gender and spatial visualisation skills, however, mathematics and sketching activity emerged as strong predictors for spatial visualisation. The findings also showed that there was a significant difference with a moderate positive effect in the spatial visualisation skills between the students in the experimental group and those in the control group. As a consequence, a model was developed, aimed at improving rural-based instruction and learning for 2D to 3D drawing.
