An Augmented Reality-Based Proposal for Embodied Spatial Comprehension

Abstract

This full paper proposes an augmented reality (AR) learning solution for orthographic projections that goes beyond static 3D visualization by deliberately incorporating full-body movement as part of the learning activity. Recent advances in educational technology highlight the need for more interactive and experiential approaches to teaching spatial concepts in technical drawing, architecture, and engineering, as students often struggle to bridge the gap between two-dimensional representations and the three-dimensional objects they depict. The proposal integrates anchored virtual models into real-world environments and guides learners through progressively complex activities. Early tasks help students interpret views from simple segments or planes, while later tasks require reconstructing complex solids from multiple 2D projections and identifying hidden features and sectional views. Immediate, incremental feedback supports real-time error correction, and light gamification (e.g., badges and progress tracking) reinforces motivation and self-paced exploration. A key design contribution is the requirement to physically move around anchored objects by changing angles and perspectives to achieve alignment and access specific views, linking sensorimotor exploration with graphic conventions. While this paper focuses on the design and implementation, it also outlines how logged interaction data (e.g., time on task and movement traces) can support future empirical validation of usability and learning outcomes in higher education contexts.