Immersive Virtual Reality for Developing Spatial Skills in Learning 3D Transformations in Computer Graphics
| dc.contributor.author | Alobaid, Maha | en_US |
| dc.contributor.author | Young, Gareth | en_US |
| dc.contributor.author | Manzke, Michael | en_US |
| dc.contributor.editor | Kuffner dos Anjos, Rafael | en_US |
| dc.contributor.editor | Rodriguez Echavarria, Karina | en_US |
| dc.date.accessioned | 2025-05-09T09:04:17Z | |
| dc.date.available | 2025-05-09T09:04:17Z | |
| dc.date.issued | 2025 | |
| dc.description.abstract | Learning computer graphics requires programming, problem-solving, mathematics, and spatial reasoning proficiency. One of the most challenging topics for students is understanding 3D transformations, a difficulty often attributed to insufficient spatial skills. Due to its immersive, interactive nature, virtual reality (VR) has been proposed as an effective tool for enhancing spatial reasoning. This study investigates how VR can support the learning of 3D transformations by developing an immersive virtual environment (IVE) designed to improve spatial visualization. The environment allows students to explore 3D objects within a coordinate system, interactively apply transformations, and visualize the relationship between transformation sequences and graphical API code. A mixed-methods study was conducted to evaluate the effectiveness of this VR-based approach. Quantitative results indicate a significant improvement in spatial ability. Qualitative feedback revealed that students found the VR environment engaging and intuitive. The ability to manipulate objects dynamically and observe transformations from multiple perspectives contributed to deeper conceptual understanding. These findings suggest that VR-based learning environments can enhance spatial skills and comprehension of 3D transformations in computer graphics education. Future work will explore long-term skill retention, instructional scaffolding, and alternative assessment methods to optimize VR-based learning. | en_US |
| dc.description.sectionheaders | Education 3 | |
| dc.description.seriesinformation | Eurographics 2025 - Education Papers | |
| dc.identifier.doi | 10.2312/eged.20251015 | |
| dc.identifier.isbn | 978-3-03868-266-0 | |
| dc.identifier.issn | 1017-4656 | |
| dc.identifier.pages | 8 pages | |
| dc.identifier.uri | https://doi.org/10.2312/eged.20251015 | |
| dc.identifier.uri | https://diglib.eg.org/handle/10.2312/eged20251015 | |
| dc.publisher | The Eurographics Association | en_US |
| dc.rights | Attribution 4.0 International License | |
| dc.rights.uri | https://creativecommons.org/licenses/by/4.0/ | |
| dc.subject | CCS Concepts: Human-centered computing → Virtual reality; Computing methodologies → Computer graphics | |
| dc.subject | Human | |
| dc.subject | centered computing → Virtual reality | |
| dc.subject | Computing methodologies → Computer graphics | |
| dc.title | Immersive Virtual Reality for Developing Spatial Skills in Learning 3D Transformations in Computer Graphics | en_US |