Effects of multimedia characteristics on novice CAD learners’ practice performance

Abstract

Based on the assumption that providing information using multiple modalities improves learners' performance, the teaching of computer-aided design (CAD) in the built environment is increasingly shifting from printed material to a multimedia approach. Yet, the evidence base suggests that presenting information by using multiple modalities does not always enhance learning. This paper reports on an empirically based study that sought to determine under which conditions architectural engineering students benefit most from multimedia CAD learning. It investigated the effects of multimedia on novice CAD learners' practice performance (time and accuracy). One hundred and one students were randomly assigned to four groups to undertake specific CAD learning tasks, with different treatments; media mode (printed-text vs. audio) and the visual mode (static-illustration vs. animation). The results indicated that the audio mode shortened learning time much more than the text mode. Conversely, the text mode enhanced CAD design accuracy, in comparison with the audio mode with the illustration mode alone. In addition, the animation mode improved design accuracy with text and audio significantly more than with illustration visual mode. The animation mode increased the learning time considerably with the text mode. The implications of the design of CAD instructional materials for architectural engineering education are examined.