Technical drawing is a core skill for any Mechanical Engineering program, intended to equip students with the fundamentals of technical design communication while assimilating key concepts such as views, perspectives, dimensioning, tolerancing and materials selection. Technical drawings are manually-graded by the lead instructor by assessing the drawing's proficiency and quality based on a set of standards and marking criteria. For large student cohorts, this becomes a time-consuming activity, potentially leading to ‘marking fatigue’, usually producing highly variable grades and feedback. By using a dataset of 32 student drawings and a five-criterion rubric, we compare AI-generated grades with historic human-marker scores through error analysis, ANOVA and Kruskal–Wallis tests. Results suggest there is no significant statistical difference between the marks/grades awarded by AI and a human marker. This, however, will depend on the prompting engineering techniques applied, together with additional practices such as role-setting and context-setting. The study also identifies limitations—such as OCR-induced hallucinations, variability between LLM platforms, and lack of batch-processing capabilities—that currently constrain full automation.
This mixed-methods study aimed to investigate the centrality of Engineering Graphics and Design (EGD) in technical subjects. Since the introduction of the technical stream, EGD has consistently been one of the compulsory subjects that learners are required to take alongside other trade subjects such as Civil Technology, Electrical Technology, and Mechanical Technology. However, in recent times, some teacher training universities have decided to remove EGD from the list of compulsory subjects for students pursuing the technical stream, a decision that has sparked a range of mixed reactions. Consequently, this necessitated an enquiry through employing purposive sampling to select five technical lecturers in the school of education to gauge their insights. Data were collected through open-ended questionnaires and Civil Technology test scores from 56 students. Test scores were analysed descriptively using Statistical Package for Social Sciences (SPSS) version 30 and open-ended questionnaires were analysed thermically. The findings suggest that EGD is very significant to students in the technical stream. This is based on the analysis that revealed that students doing EGD performed better compared to their counterparts in a Civil Technology test. Findings further reveal that lecturers believe EGD should be a mandatory subject for students undertaking technical subject, as it provides foundational knowledge for drawing-related topics covered in technical subjects. Based on this, the study recommends that all students enrolled in the technical stream should be required to take EGD in their first year of study to ensure they acquire essential drawing skills relevant to their field.
The discussion around AI-Engineering, that is, Software Engineering (SE) for AI-enabled Systems, cannot ignore a crucial class of software systems that are increasingly becoming AI-enhanced: Those used to enable or support the SE process, such as Computer-Aided SE (CASE) tools and Integrated Development Environments (IDEs). In this paper, we study the energy efficiency of these systems. As AI becomes seamlessly available in these tools and, in many cases, is active by default, we are entering a new era with significant implications for energy consumption patterns throughout the Software Development Lifecycle (SDLC). We focus on advanced Machine Learning (ML) capabilities provided by Large Language Models (LLMs). Our proposed approach combines Retrieval-Augmented Generation (RAG) with Prompt Engineering Techniques (PETs) to enhance both the quality and energy efficiency of LLM-based code generation. We present a comprehensive framework that measures real-time energy consumption and inference time across diverse model architectures ranging from 125M to 7B parameters, including GPT-2, CodeLlama, Qwen 2.5, and DeepSeek Coder. These LLMs, chosen for practical reasons, are sufficient to validate the core ideas and provide a proof of concept for more in-depth future analysis.
AbstractVectorizing line drawings is a repetitive, yet necessary task that professional creatives must perform to obtain an easily editable and scalable digital representation of a raster sketch. State‐of‐the‐art automatic methods in this domain can create series of curves that closely fit the appearance of the drawing. However, they often neglect the line parameterization. Thus, their vector representation cannot be edited naturally by following the drawing order. We present a novel method for single‐line drawing vectorization that addresses this issue. Single‐line drawings consist of a single stroke, where the line can intersect itself multiple times, making the drawing order non‐trivial to recover. Our method fits a single parametric curve, represented as a Bézier spline, to approximate the stroke in the input raster image. To this end, we produce a graph representation of the input and employ geometric priors and a specially trained neural network to correctly capture and classify curve intersections and their traversal configuration. Our method is easily extended to drawings containing multiple strokes while preserving their integrity and order. We compare our vectorized results with the work of several artists, showing that our stroke order is similar to the one artists employ naturally. Our vectorization method achieves state‐of‐the‐art results in terms of similarity with the original drawing and quality of the vectorization on a benchmark of single‐line drawings. Our method's results can be refined interactively, making it easy to integrate into professional workflows. Our code and results are available at https://github.com/tanguymagne/SLD‐Vectorization.
Andri Setiyawan, S. Soeharto, Wahid Yunianto
et al.
This study explores the industrial perspective on the role of orthographic projection engineering drawing within Vocational High Schools (VHS), a representative secondary-level institution in Technical and Vocational Education and Training (TVET). The research examines how orthographic projection supports students’ preparedness for future careers in the automotive and mechanical industrial sectors. Conducted in 2024, the study employed qualitative design using semi-structured interviews with five experienced industrial practitioners selected through purposive sampling. These practitioners, working in prominent automotive and mechanical companies in Indonesia, provided insights into the skills expected of VHS graduates. Thematic analysis revealed three central themes: foundational technical skills, career readiness and skills application, and cognitive and analytical growth. Findings indicate that mastery of manual orthographic drawing significantly strengthens essential technical competencies, directly supports career-specific tasks, and enhances spatial reasoning and problem-solving abilities. The integration of manual drawing techniques with digital tools prepares students to meet the evolving demands of modern industry by fostering both adaptability and proficiency across analog and digital workflows.
The essay summarizes the fundamental elements of a research that involved the design and urban planning sectors. The work aims to highlight how the critical issues of widespread anthropization do not only concern urban areas but also areas with a predominantly agricultural destination. These reveal a poor morphological and functional identity also due to the inability to adapt to the increasingly rapid and substantial transformations affecting the different project scales. The research project starts from the definition of slack area given by Jeremy Till - an available space not necessarily built within a homogeneous fabric - and attempted to make a contribution to the contemporary debate on the condition of the average city for a vision of cities Italian and European. The intervention then transferred the concept of slack area and the boundary of a homogeneous environment, from the urban context to the agricultural area. Overall, a polycentric and reticular reality has emerged, not attributable to metropolitan contexts, nor to the complex mosaic of marginal areas, and capable of dealing with the growing social fragility and territorial inequalities that characterize them. The project actions were based on these elements.
The research explores cognitive and sensorial experiences in archaeological sites within natural contexts, retracing Grand Tour traveler’s romantic vision. The scope of research is enhancing the relationships between archaeological ruins and nature, rediscovering a more authentic bond between humans and the environment, where technology supports a transformative encounter with cultural and natural heritage. The methodological approach employs a gesture-guided analysis of user behaviours across three scenarios, supported by case studies. The investigation examines how mobile applications for outdoor archaeological heritage influence visitor interactions with surrounding landscapes, transcending purely technological perspectives by identifying patterns and behavioural trends from application use. Analysis reveals three ‘gestural’ themes that highlight different digital content engagement methods in archaeological contexts, illustrating technology’s impact on heritage encounters. The findings identify passive risks and the need for holistic design approaches that foster meaningful environmental connections. This study contributes to understanding how mobile technology reshapes archaeological landscape encounters.
A number of topical problems related to geometric and graphic training of students of chemical directions of training a technical university in the study of the discipline "Engineering and computer graphics" are considered. Among these problems, one of the important is the weak basic graphic training of students, including due to the lack of manual drawing in secondary schools and professional educational organizations in the era of global digitalization and the active use of computer-aided design systems in the educational process. Key words: quality of education, engineering graphics, computer graphics, drawing, three-dimensional modeling, KOMPAS-3D, end-to-end graphic preparation. A study conducted in 2024 at the Federal State Budgetary Educational Institution of Higher Education "Yaroslavl State Technical University" (Yaroslavl) at the Department of Descriptive Geometry and Engineering Graphics among students of the Institute of Chemistry and Chemical Technology is described in order to determine the impact of manual drawing on the quality of graphic training of students in conjunction "sketching-manual drawing-computer graphics and three-dimensional modeling" and determine the place and role of manual drawing at present. As a result of the study, students are faced with difficulties when performing practical work both when sketching and manual mechanical engineering, and when using only software products for three-dimensional modeling and creating associative drawings and specifications. Methods have been developed to enhance the effectiveness of this discipline's educational process by harmoniously combining traditional manual drawing techniques with the creation of graphic documents in the KOMPAS-3D CAD system. Justifications are given for the need to form a regional model of end-to-end geometric and graphic training "School College - University”, which makes it possible to optimally approach the process of forming the content of educational disciplines at all levels of education and, thereby, improve the quality of training of university graduates.
The rapid emergence of generative AI models like Large Language Models (LLMs) has demonstrated its utility across various activities, including within Requirements Engineering (RE). Ensuring the quality and accuracy of LLM-generated output is critical, with prompt engineering serving as a key technique to guide model responses. However, existing literature provides limited guidance on how prompt engineering can be leveraged, specifically for RE activities. The objective of this study is to explore the applicability of existing prompt engineering guidelines for the effective usage of LLMs within RE. To achieve this goal, we began by conducting a systematic review of primary literature to compile a non-exhaustive list of prompt engineering guidelines. Then, we conducted interviews with RE experts to present the extracted guidelines and gain insights on the advantages and limitations of their application within RE. Our literature review indicates a shortage of prompt engineering guidelines for domain-specific activities, specifically for RE. Our proposed mapping contributes to addressing this shortage. We conclude our study by identifying an important future line of research within this field.
This research explores the implementation of experiential learning to improve students' understanding and skills in mechanical drawing using CAD software. We used this approach to identify challenges in learning mechanical engineering, including lack of time to learn CAD, suboptimal mechanical drawing skills, and limitations in producing details of mechanical components. Through a quasi-experiment with experimental and control classes, we measured the impact of the experiential learning method on improving conceptual understanding and practical skills in mechanical drawing. The results show that this approach is effective in improving students' understanding of detailed drawings and practical skills. The implementation of Experiential Learning also improved students' cognitive learning outcomes and psychomotor skills in mechanical drawing. The findings highlight the importance of adaptive and technological approaches to engineering education that are aligned with modern industry needs.
: Mechanical drawing is a fundamental aspect of mechanical engineering education, providing students with the skills to create and interpret technical drawings that communicate design ideas. However, traditional teaching methods often rely on manual drafting tools and rote memorization, which can limit student engagement and hinder their development of critical thinking skills. This paper presents a study that explores the transformation and optimization of mechanical drawing education by transitioning from traditional to digital methods. The study involved implementing a novel approach that incorporated computer-aided design (CAD) software, project-based learning, and online collaboration tools into the curriculum. The results indicate that this digital approach significantly improved student motivation, understanding, and overall learning outcomes.
Abstract This paper aims to analyse to what extent the engineering curricula contribute to the development of visual literacy among engineering students. Communicating and thinking visually is a basic skill for all engineers, being a fundamental part of their educational stage. For this purpose, Engineering Graphics subjects from 30 engineering schools from Spain have been selected to review their content. The sample consists of 80 subjects of Engineering Graphics, mechanical design and computer-aided design. The curricula were analyzed using a quantitative and qualitative method. A database has been developed where keywords that identify the objectives of the analysis have been tabulated. Learning technical visual language and visualization skills as a means of developing visual literacy in engineering has been taken as the basis of the analysis. The results show that the curricula of the subjects contemplate the development of graphic skills around communication and technical representation and, to a lesser extent, visualization. On the other hand, the teaching activities contemplated do not dive into the cognitive aspects of graphics. We can also observe the pre-eminence of computer graphics as the main basis for teaching activities and marginal use of freehand drawing, which is basic for the development of Visual Literacy.
Giovanni Inglese, Sabrina Lucibello, Carmen Rotondi
Sound is an inescapable part of perceptual experience and, interacting with other senses contributes to the synesthetic experience. The article investigates the possibilities that Design research can offer from the consistent use of new materials in terms of sensory enhancement and the construction of a memory identity. The sensoaesthetic qualities of these open up new worlds of senses. New biomaterials, in addition to guiding the development of a new sensitivity and towards the acceptance of the material’s sincere identity, can help to communicate a new ethical consciousness, transforming sustainability into responsibility, i.e. into a dimension involving not only the objective aspects of matter but also the subjective ones based on pleasantness. The ultimate goal is the construction of a sensory polyphony. A new field of exploration that is recounted here through a design experience developed at Saperi&Co. for the realisation of drumsticks made from discarded peanut shells.
Patrizia Marti, Annamaria Recupero, Georg Regal
et al.
ICOM (International Council of Museums) envisions a role for the museum as an accessible and inclusive institution open to the public, which operates professionally and with the participation of communities. This vision requires research and practice to be fully implemented. The paper illustrates the participatory ideation and evaluation of new museum services that are inclusive and accessible for people who cannot visit the museum due to disability and age-related impairments. It illustrates the co-design process carried out within the EU project BeauCoup, which aims to make the cultural heritage accessible beyond the museum’s walls. This objective implies that the museum must play a key role in promoting inter-institutional partnerships between the cultural and the social sectors to engage marginalised communities. The paper describes the approach and the outcomes of the co-design process which involved various stakeholders and institutions, offering a reflection on the benefits and shortcomings of the approach.
What if the brand is a place? In specialist literature, the brand interacts through a series of tangible and intangible touchpoints with its interlocutors. Whether it is points of sale, events, websites, packaging and products, the interlocutor enters the world of the brand and experiences it through these touchpoints. However, a brand must adapt its behaviours and modulate its identity and expressions based on conditions and context. In this article, we propose a transition from the definition of touchpoint to touchplace in the system of relations between the brand and the audience.
The concept of place, like that of the brand, contemplates spirit, personality and character. Like each brand, each place has its own identity and moral character. An original interpretation model will highlight the evolution of brands’ behaviours and how these places of exchange and meeting are key elements in offering relevant experiences to their interlocutors.
The article describes a collaborative learning process aimed at introducing early stage researchers in design to a non-hegemonic approach to design knowledge production and publications. Four co-creation sessions has been held in the context of Prode project, engaging phd students in design to take in account emerging issues in scientific publishing. In specific an innovative Living publication lifecycle has been introduced (supporting an iterative model for publications) and the relative Living publications scenario (including Augmented publications; Collective authoring; Evolving publications; Publications reuse) has been used to discuss and disrupt traditional publication patterns and envision beyond the “article” format, new typologies of (not only textual) research products and new forms of dissemination, to meet the challenges of an impactful design education. The context of change of scientific publication and hypothesis underlying the paper have been discussed elsewhere (Lupo, 2022; Lupo, 2023). For the purpose of this article, the focus is the training of early stage researchers, in order to make them aware of the potentiality of plurality and diversity of design knowledge publication. The collaborative approach and tools adopted eased the empowering of the PhD students through brainstorms, role plays and hands-on tests.
در این تحقیق، از فرایند ازونزنی کاتالیزوری نوری برای حذف رنگزای اسید بلو 113 از محلول رنگی استفاده شد. کاتالیزور مورد استفاده در فرایند، نانوکامپوزیت سهجزیی Fe2O3/MgO/MoS2 بود که برای اولین بار با روش هیدروترمال سنتز شد و سپس با روشهای مختلف مورد شناسایی قرار گرفت. برای آنالیز و بهینهسازی متغیرهای فرایند از روش سطح پاسخ با طراحی آزمایش باکس- بنکن استفاده شد. مطالعات نشان داد که زمان، pH و مقدارکاتالیزور متغیرهای تأثیرگذار بر حذف ماده رنگزا بوده است. شرایط بهینه برای این متغیرها برای محلول دارای ماده رنگزا با غلظت 25 میلیگرم در لیتر، در pH برابر با 2.27، مقدار کاتالیزور 8.6 میلیگرم، شدت جریان ازون 0.2 میلیگرم در لیتر در ساعت، و زمان 26 دقیقه به دست آمد. در این شرایط، 99.3 درصد ماده رنگزا توسط فرایند پیشنهادی حذف شد. علاوه بر این، نانوکاتالیزور قابلیت بازیابی و پایداری بالایی (92.0 درصد) پس از هشت چرخه متوالی استفاده نشان داد. مطابق نتایج، نانوکامپوزیت سنتز شده میتواند در فرایند ازونزنی کاتالیزوری نوری برای تصفیه پسابهای صنعتی حاوی مواد رنگزا مورد استفاده قرار گیرد.
Abstract— Engineering Drawing is a crucial and mandatory course for first-year engineering students. This subject plays a vital role in enhancing students' ability to visualize, imagine, and effectively illustrate concepts. It aids them in expressing their ideas clearly and swiftly, comprehending drawings produced by others, and devising effective designs. The curriculum covers essential topics like projection, sectioning, and the development of solids such as prism, pyramid, cylinder, cone, cube, and tetrahedron. These topics help students develop the ability to conceptualize, visualize, and create drawings according to specific requirements. The achievement of learning outcomes related to these subjects is hindered by the challenges faced by first-year engineering students, including their lack of fundamental knowledge in technical drawing and limited abilities in imagination and visualization. As a result, their performance in these areas tends to be subpar. To address this issue, a practical "learning by doing" approach is introduced alongside traditional classroom instruction. This strategy aims to boost the visualization, imagination, and technical drawing proficiency of first-year engineering students. This article outlines the author's endeavors to enhance students' visualization, imagination, and drawing skills. The focus is on involving students actively in both classroom and extracurricular learning. By methodically incorporating a "learning by doing" approach, there has been a notable enhancement in student engagement, achievement of course objectives, and overall performance in the course assessments. The topic of development of solids was completely taught with this method. This activity resulted increase in the CO attainment, active participation and engagement of the students in the class room as well as outside of the classroom. Following the implementation of this activity, there was a substantial rise of 17.30% in the accomplishment of course outcome, coupled with a notable increase of 25.34% in the students' learning index. Keywords— Course Learning Outcome, Engineering Graphics, learning by doing
. Specialists in engineering must effectively communicate their ideas using technical drawings. To develop students' technical drawing skills, the subject of engineering graphics aims at using appropriate teaching methods. This study proposes a novel approach to teaching engineering graphics, that is, an active method of Flipped Classroom (FC) that incorporates H5P tools. These tools have been shown to effectively support self-directed learning and enable in-class activities, ultimately enhancing the effectiveness of the FC method. The study results demonstrate a positive impact of the FC method on students' knowledge levels. By integrating the FC method with H5P tools, the study establishes a powerful learning environment that promotes deep learning and increases student engagement in engineering graphics.