The freshmen of the engineering curriculum are trained in the engineering drawing skill set which includes the generation of orthographic projections of any given component. When these freshmen are promoted to the next subsequent academic year, they are ready to learn the generation of three-dimensional computer-aided drawing (CAD) geometric models from the given orthographic projections. In today's postdigital era, the challenges and issues faced by these sophomores in generation of spatially visualized CAD geometric model is discussed in this work. A perceptive visual image of stop valve in a CAD-based environment is formulated, as the stop valves play a major role in product as well as process-oriented industries. The impediments faced by students in generating the spatially visualized CAD geometric model in the postdigital era have been discussed and deliberated at a stretch. Students’ performance assessment before imparting training versus after imparting training in CAD-based geometric modeling skills by employing perceptive visual imagery method is recorded in this work.
JandrićPKnoxJBesleyT, et al.Postdigital science and education. London, UK: Taylor & Francis, 2018.
3.
KnoxJ. What does the ‘Postdigital’ mean for education? Three critical perspectives on the digital, with implications for educational research and practice. Postdigital Sci Educ2019; 1: 1–14.
4.
CormierDJandrićPChildsM, et al.Ten years of the postdigital in the 52group: Reflections and developments 2009–2019. Postdigital Sci Educ2019; 1: 1–32.
5.
BerryDM. Post-digital humanities: Computation and cultural critique in the arts and humanities. Educause2014; 49: 22–26.
6.
PetersMABesleyT. Critical philosophy of the postdigital. Postdigital Sci Educ2019; 1: 29–42.
7.
MatthewsA. Design as a discipline for postdigital learning and teaching: Bricolage and actor-network theory. Postdigital Sci Educ2019; 1: 1–14.
8.
DufvaT. Art education in the post-digital era—Experiential construction of knowledge through creative coding. Helsinki, Finland: Aalto University, 2018.
9.
de Oliveira FilhoWRde FariaGLRochaR,et al.Students’ project for instrumentation and automation of a manually operated torsion testing machine with educational purposes. Int J Mech Eng Educ. First published online June 12, 2023: 03064190231182125.
10.
AlexenbergM. Autoethnographic identification of realms of learning for art education in a post-digital age. Int J Educ Through Art2008; 4: 231–246.
11.
RhudyMB. Mechanism of the week: An approach for improving student engagement, interest, and understanding of course material. Int J Mech Eng Educ2023; 51: 03064190231159358.
12.
CruzMLSaunders-SmitsGN. Exploring the effectiveness and the transversal competency retention of a game-based learning activity one year after student participation. J Teach Eng2021; 1: 94–112.
13.
SharmaGVSS. Spatial visualization for development of visual thinking and cognitive abilities among mechanical engineering students through tool design ideation. Int J Mech Eng Educ. First published online March 20, 2023: 03064190231164049.
14.
DeSutterDStieffM. Teaching students to think spatially through embodied actions: Design principles for learning environments in science, technology, engineering, and mathematics. Cogn Res: Princ Implic2017; 2: 22.
15.
Gracia-IbáñezVVergaraM. Applying action research in CAD teaching to improve the learning experience and academic level. Int J Educ Technol High Educ2016; 13: 9.
16.
ShaikhUAMaganaAJNeriL, et al.Undergraduate students’ conceptual interpretation and perceptions of haptic-enabled learning experiences. Int J Educ Technol High Educ2017; 14: 15.
17.
CastañedaLSelwynN. More than tools? Making sense of the ongoing digitizations of higher education. Netherlands: Springer, 2018.
18.
BondMMarínVIDolchC, et al.Digital transformation in German higher education: Student and teacher perceptions and usage of digital media. Int J Educ Technol High Educ2018; 15: 48.
19.
TalbotKFHaudeRH. The relation between sign language skill and spatial visualization ability: Mental rotation of three-dimensional objects. Percept Mot Skills1993; 77: 1387–1391.
20.
EmmoreyKKosslynSM. Enhanced image generation abilities in deaf signers: A right hemisphere effect. Brain Cogn1996; 32: 28–44.
21.
Blatto-ValleeGKellyRRGaustadMG, et al.Visual–spatial representation in mathematical problem solving by deaf and hearing students. J Deaf Stud Deaf Educ2007; 12: 432–448.
22.
EmmoreyKKosslynSMBellugiU. Visual imagery and visual-spatial language: Enhanced imagery abilities in deaf and hearing ASL signers. Cognition1993; 46: 139–181.
23.
van DijkRKappersAMPostmaA. Superior spatial touch: Improved haptic orientation processing in deaf individuals. Exp Brain Res2013; 230: 283–289.
24.
HanIRyuJKimM. Prototyping virtual learning environment with HMD and touchless interface for hearing impaired learners. Educ Technol Int2017; 18: 49–71.
25.
DavidLT. Training effects on mental rotation, spatial orientation and spatial visualisation depending on the initial level of spatial abilities. Procedia Soc Behav Sci2012; 33: 328–332.
26.
MarunićGGlažarV. Improvement and assessment of spatial ability in engineering education. Eng Rev2014; 34: 139–150.
