Spatial visualization, known as spatial-visual ability, is an ability that integrates both visual perception and visual-mental imagery. It permits depicting the mental manipulation of two and three-dimensional objects without employing visual stimulus and thus is crucial in the conceptualization process among STEM students. Research studies show that students with poor spatial-visual skills feel discouraged because they cannot complete tasks that seem easy to their colleagues. This leads students to consider switching to other majors that do not require high spatial-visual abilities, and thus negatively affects the students' educational performance and psychological health. Given this issue, this work aims to examine the development of the students' spatial visualization skills using state-of-the-art Mixed Reality (MR) technology. The goal is to utilize the features and functionalities of MR to design and implement an interactive MR module that allows for developing engineering students’ spatial visualization skills, integrate the module into Fluid Power laboratories, and conduct a research study to test and examine the development of the students’ reasoning skills. For conducting the study, an interactive fluid power module on hydraulic gripper designs and operations is developed and deployed in an immersive MR setting using the Microsoft-driven platform Mixed Reality Tool Kit (MRTK) for Unity on the HoloLens 2 hardware. The developed module comprises a 10-minute tutorial session and a 25-minute interactive simulation lab on the gripper. The tutorial session introduces students to the manipulation of virtual objects and spatial interactions within an immersive MR environment, preparing them for conducting the sought-after simulation lab. Throughout the simulation lab, students gain the ability to study the design of two hydraulic grippers by visualizing their internal structure, interacting with their subsystems and components through assembly/disassembly processes, and conducting virtual simulations, all of which facilitate the development of students' reasoning skills. Besides evaluating the effectiveness of MR technology in enhancing students’ spatial visualization abilities, the study also aims to investigate the impact of MR modules on students’ motivation levels toward learning fluid power concepts. Additionally, it explores how students' prior knowledge of the subject affects their learning experiences. Consequently, the significance of this research lies in its investigation of MR as an educational tool to develop students' cognitive spatial thinking and enhance their technical engineering skills, including diagnostic abilities, simulation, problem-solving, and comprehensive perception.
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