Author(s): Matthias Keller and Sophie Baumgartner

Abstract: Skill-oriented mechanical training relies heavily on the learner’s ability to interpret machine drawings and translate two-dimensional representations into functional assemblies. However, conventional teaching approaches often emphasize theoretical drafting standards while providing limited opportunities for hands-on assembly interpretation. This research presents the design and development of a simple machine drawing-based assembly model intended to bridge the gap between drawing comprehension and practical mechanical skill acquisition. The proposed model integrates basic machine elements such as shafts, fasteners, bearings, and supports, represented through standard orthographic and sectional drawings. Emphasis is placed on clarity of views, dimensional consistency, and logical assembly sequencing to support incremental learning. The development process involved conceptual design, preparation of detailed part drawings, fabrication of components using conventional workshop tools, and systematic assembly aligned with the provided drawings. The model was introduced in a skill-oriented training environment for undergraduate and diploma-level mechanical learners. Observational feedback focused on drawing interpretation accuracy, assembly time, error frequency, and learner confidence. Results indicate improved spatial visualization, enhanced understanding of assembly relationships, and reduced dependence on instructor intervention during practical sessions. Learners demonstrated greater retention of drawing conventions and increased ability to correlate symbols, tolerances, and fits with physical components. The simplicity of the model allowed repeated disassembly and reassembly, reinforcing experiential learning without excessive cost or complexity. The research concludes that a drawing-centered assembly model can serve as an effective pedagogical tool for strengthening core mechanical competencies. Such models support outcome-based education objectives by aligning theoretical drawing instruction with tangible skill development, making them suitable for integration into workshop practice, vocational training programs, and foundational mechanical engineering laboratories.

DOI: 10.22271/27078043.2026.v7.i1a.104

Pages: 01-05 | Views: 34 | Downloads: 13

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