The impact of digital simulations on the effectiveness of learning linear perspective principles in descriptive geometry courses

Abstract

The research's relevance is driven by the need to update the content and tools of technical education in the context of digital transformation, particularly regarding the development of spatial thinking in descriptive geometry courses. Traditional two-dimensional drawing methods are insufficient for mastering complex concepts such as linear perspective, necessitating interactive simulation technologies aimed at three-dimensional modeling and visual analytics. The purpose of the study is to scientifically analyze the effectiveness of digital simulations in improving the acquisition of linear perspective principles in descriptive geometry courses and to develop methodological approaches for integrating them into the training of students in technical specialties. The methodology is based on structural-functional, competence-based, and activity-oriented approaches, employing methods of system analysis, typology of digital simulations, pedagogical generalization, and content analysis of educational platforms. Results of the study allowed for the classification of digital simulations by type and didactic function, the identification of their role in shaping spatial thinking, and the determination of psycho-pedagogical factors influencing student motivation. The relevance of integrating simulations into step-by-step projection modeling and adapting educational content to individual cognitive styles has been substantiated. The scientific novelty lies in the systematization of the functional characteristics of digital simulations in descriptive geometry, the identification of mechanisms through which simulations affect cognitive and motivational aspects of learning, and the formulation of methodological recommendations for the practical implementation of these tools in technical education. Conclusions confirm the effectiveness of simulations in mastering linear perspective principles, identify key barriers to their integration into educational processes (technical, methodological, and organizational), and highlight the need for training educators in digital platforms. Prospects for further research include the development of adaptive simulation-based learning scenarios, quantitative assessment of simulation impact on learning outcomes, and the creation of standards for digital competence in technical education.