Collaborative Research: Fostering Engineering Creativity and Communication through Immediate, Personalized Feedback on 2D-Perspective Drawing

协作研究：通过对 2D 透视绘图的即时、个性化反馈来培养工程创造力和沟通

• 批准号: 2013504
• 负责人: Julie Linsey
• 金额: $ 43.17万
• 依托单位: Georgia Tech Research Corporation
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-07-01 至 2024-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2013504&HistoricalAwards=false
• 关键词: Collaborative; Research; Fostering; Engineering; Creativity

This project aims to serve the national interest in excellent undergraduate engineering education by improving students’ ability to draw representations of structures and systems. Free-hand drawing is a crucial skill across engineering, especially for its ability to reduce complex systems to simplified, accurate diagrams. Such diagrams aid in idea generation, visualization of systems, and discussions between clients and engineers. When coupled with appropriate timely feedback, drawing can also be an effective learning tool for improving students’ visual communication skills and creativity. This project will use a computer application called SketchTivity to teach engineering students how to draw, and examine the impact of drawing instruction on student learning. SketchTivity is an intelligent tutoring system that provides real-time feedback on 2D drawings that students make on a screen instead of on paper. The application, which was developed by the research team, provides each student with iterative, real-time, personalized feedback on the drawing, promoting improvements and facilitating learning. Free-hand drawing and its associated benefits were inadvertently removed from the engineering curricula when educators transitioned from hand drafting to Computer-Aided-Design. This transition has resulted in the lack of student and faculty proficiency in freehand drawing. This project will support restoration of 2D-perspective drawing to engineering curricula. Since drawing is a skill that is also relevant to other STEM fields, this work is likely to have broad relevance in undergraduate STEM education.The project will enable the distribution of SketchTivity software to approximately 5,000 diverse undergraduate and graduate students at four partnering institutions. These students include a large percentage of women and students from other groups that are not equitably represented in STEM fields. The project has the potential to produce significant new knowledge about drawing-based artificial intelligence (AI) tools. It can also increase understanding about the effects of feedback and reflective prompts on drawing skills, and on learning and creativity. The project will compare AI-based assessments to assessments conducted by humans, thus providing additional information about development of intelligent tutoring systems. The impact of drawing ability on students’ creativity and spatial reasoning skills will be investigated, along with the transferability of drawing skills to other courses in engineering. A mixed-methods approach that includes surveys, validated assessments for engineering design creativity, and drawing quizzes, is proposed to assess project outcomes. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

该项目旨在通过提高学生绘制结构和系统表示的能力来服务于优秀本科工程教育的国家利益。 徒手绘图是整个工程的一项关键技能，特别是它能够将复杂的系统简化为简化，准确的图表。这些图表有助于产生想法，系统可视化以及客户和工程师之间的讨论。 配合适时的适当反馈，绘画也是一种有效的学习工具，可以提高学生的视觉沟通技巧和创造力。 这个项目将使用一个名为SketchTivity的计算机应用程序来教工程专业的学生如何绘图，并检查绘图教学对学生学习的影响。 SketchTivity是一个智能辅导系统，提供学生在屏幕上而不是在纸上绘制的2D图纸的实时反馈。该应用程序由研究团队开发，为每个学生提供关于绘图的迭代，实时，个性化反馈，促进改进和促进学习。 当教育工作者从手工绘图过渡到计算机辅助设计时，徒手绘图及其相关的好处被无意中从工程课程中删除。 这种转变导致学生和教师缺乏徒手绘画的熟练程度。 该项目将支持将二维透视图恢复到工程课程中。 由于绘画是一项与其他STEM领域相关的技能，因此这项工作可能在本科STEM教育中具有广泛的相关性。该项目将使SketchTivity软件能够分发给四个合作机构的大约5，000名不同的本科生和研究生。这些学生包括很大比例的妇女和来自其他群体的学生，这些学生在STEM领域没有得到公平的代表。 该项目有可能产生关于基于绘图的人工智能（AI）工具的重要新知识。它还可以增加对反馈和反思提示对绘画技巧，学习和创造力的影响的理解。该项目将比较基于人工智能的评估与人类进行的评估，从而提供有关智能辅导系统开发的更多信息。绘图能力对学生的创造力和空间推理能力的影响将被调查，沿着绘图技能的可移植性，以其他课程的工程。一个混合的方法，包括调查，工程设计创意的有效评估，和绘图测验，提出了评估项目成果。NSF IUSE：EHR计划支持研究和开发项目，以提高所有学生STEM教育的有效性。该奖项反映了NSF的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

项目成果

Sketchtivity, an intelligent sketch tutoring software: Broadening applications and impact

Sketchtivity，一款智能素描辅导软件：扩大应用范围和影响

• 发表时间: 2023
• 期刊: 2023 ASEE Annual Conference & Exposition
• 作者: Merzdorf, H. E.;Jaison, D.;Ray, S.;Weaver, M.;Douglas, K. A.;Li, W.;Viswanathan, V.;Krishnamurthy, V.;Linsey, J.;Hammond, T.
• 通讯作者: Hammond, T.

Sketching Assessment in Engineering Education: A Systematic Literature Review

工程教育中的草图评估：系统文献综述

• DOI: 10.1109/fie49875.2021.9637338
• 发表时间: 2022
• 期刊: 2021 IEEE Frontiers in Education Conference (FIE
• 作者: Merzdorf, Hillary E.;Weaver, Morgan;Jaison, Donna;Hammond, Tracy;Linsey, Julie;Douglas, Kerrie A.
• 通讯作者: Douglas, Kerrie A.

WIP Teaching Engineers to Sketch: Impacts of Feedback from an Intelligent Tutoring Software on Engineers’ Sketching Skill Development

WIP 教授工程师素描：智能辅导软件反馈对工程师素描技能发展的影响

• 发表时间: 2022
• 期刊: 2022 IEEE Frontiers in Education Conference (FIE
• 作者: Jaison, D.;Weaver, M. B.;Ray, S.;Merzdorf, H. E.;Douglas, K. A.;Krishnamurthy, V.;Linsey, J.;Watson, K.;Hammond, T.
• 通讯作者: Hammond, T.

Improving Engineering Sketching Education Through Perspective Techniques and an AI-Based Tutoring Platform

通过透视技术和基于人工智能的辅导平台改善工程草图教育

• 发表时间: 2022
• 期刊: IJEE International Journal of Engineering Education
• 作者: Weaver, M. B.;Ray, S.;Hilton, E. C.;Dorozhkin, D.;Douglas, K.;Hammond, T.;Linsey, J.
• 通讯作者: Linsey, J.

Work In Progress: An Object Assembly Test of Sketching in Undergraduate Engineering

正在进行的工作：本科工程草图的对象组装测试

• 发表时间: 2022
• 期刊: 2022 IEEE Frontiers in Education Conference
• 作者: Merzdorf, H. E.;Jaison, D.;Weaver, M. B.;Linsey, J.;Hammond, T.;Douglas, K. A.
• 通讯作者: Douglas, K. A.