Computer Aided Design Course Research Articles

La percepción de estudiantes ante la aplicación de metodologías activas en el curso de diseño asistido por computadora

Aim. This study aims to determine the impact of applying active methodologies (flipped classroom teaching, collaborative, and discovery learning) on students’ perception of the development of a computer-aided design (CAD) course. Method. The research employed a mixed-method design (quantitative - qualitative). For the stimulus, a teaching-learning environment was prepared and applied based on the aforementioned methodologies. Subsequently, data was collected from a sample of 132 industrial engineering students, using a five-level Likert scale questionnaire, previously validated and complemented with interviews from delegates of three sections. Quantitative data were analyzed using descriptive statistics and the sign test for inferential contrast, while qualitative data were examined through in-depth interviews with the delegates. Results. The students responded favorably to the applied methodologies. Likewise, methodologies encouraging students’ participation, making them the central actors and, at the same time, enabling them to construct their own paths to knowledge, were well received by students. Conclusions. The results showed a positive impact of the chosen active methodologies on student’s perceptions of the CAD course development. This research can be replicated in other CAD-related courses to gain a better understanding of the impact of those methodologies on students.

Investigation of Success Levels of Visual Arts Students in Computer-Aided Design Course

The aim of this research is to examine the design course end-of-semester success levels of undergraduate students studying in the visual arts department of art and design faculty and taking the computer-aided design course in terms of gender, age, having a personal computer, educational status and being employed. In this respect, the research model is a descriptive survey. For this purpose, the data obtained from 42 students were analysed with Mann Whitney U Test. Although it was concluded that male students were more successful than female students in terms of end-of-semester scores according to the gender variable, it was understood that this was not statistically significant. The result obtained from the age variable was found to be statistically significant and it was observed that students in the 25-34 age range were more successful than students in the 19-24 age range. According to the findings regarding the variable of having a personal computer, it was understood that although the average score of students who had computers was higher than those who did not, this difference was not statistically significant. According to the findings related to the educational status variable, although it was observed that the mean scores of the students studying at the second university were higher than those studying at the first university, it was concluded that this was not statistically significant. According to the findings regarding the working variable, it was determined that the average score of working students was higher than that of unemployed students, but this difference was not statistically significant. Upon overall evaluation of the findings, it has been concluded that there is a statistically significant difference in students’ achievement levels only with respect to the age variable. However, the observed difference in other demographic variables is not statistically significant.

Research on the Teaching Reform of Computer-aided Design Course for Urban and Rural Planning Majors Based on OBE Concepts

Research on the Teaching Reform of Computer-aided Design Course for Urban and Rural Planning Majors Based on OBE Concepts

Art and Design Education and Students’ Creative Thinking Cultivation in Colleges and Universities in the Internet Era

Abstract This paper analyzes the impact of MOOC-based flipped classroom model on students’ creative thinking in art and design education in colleges and universities. Computer-aided design courses and flipped classroom methods focus on the relationship between flipped classroom and students’ creative thinking. Using Bayesian quantile regression model for statistical analysis, the experiment was carried out in two parallel classes in a university in H city, using flipped classroom and traditional teaching mode respectively. The results showed that the experimental class improved significantly more than the control class in creative thinking skills, especially in projecting the future and evaluating power. The conclusion shows that the flipped classroom model effectively improves students’ creative thinking ability, especially in association and compatibility.

The Construction of Architectural CAD Course Competition Integration Teaching Mode

Architectural Computer-Aided Design (CAD) is a basic course for architectural engineering majors in vocational colleges. The integration of competition into teaching will not only help stimulate the students’ enthusiasm, but also help them improve their professional skills. However, there are still some problems in the teaching of Architectural CAD. Therefore, teachers must continuously optimize the integration of competition content into Architectural CAD classes through various strategies, so as to give full play to the value of competition content in classes. We explored and analyzed the problems in the integration of competition content into Architectural CAD classes, and proposed specific strategies, in hopes of improving the quality of Architectural CAD teaching.

Information Teaching in Computer-Aided Design Course

In view of the characteristics of computer-aided design courses and the particularity of teaching objects, information teaching is integrated into the teaching process, and a series of reform measures related to teaching content, teaching methods, practical teaching and assessment methods are proposed, and practice shows that students’ enthusiasm for learning is greatly improved and the teaching effect is significantly improved.

Revisiting a CAD course in the midst of the global pandemic with an activity-centered framework

Inevitably, the global pandemic that occurred in 2020 had a significant impact on the practices of design education, and apparently, design teachers were not fully prepared and equipped. In this ambivalent and emergent era, they struggled to adapt their current teaching methods to online education. Since then, various teaching methods have been developed and applied to incorporate online delivery. As we see an invitation to advance learner-centered and process-based teaching approaches regarding Computer-Aided Design (CAD) education in the literature; in this article, we address how a constructively aligned CAD course has been adapted to online learning and how it affected design students’ learning ex­per­iences. Hence, we discuss the online CAD learning experience through students’ reflections based on the Activity-Centered Analysis and Design (ACAD) Framework. To get insights into their online learning experience on CAD, we asked students to write their thoughts based on a structured qualitative course evaluation template. Broadly, online learning practices in CAD not only resulted in challenges in design learning but also created opportunities as mentioned in students’ writings. Based on qualitative content analysis, students’ reflections on a CAD class implemented under the context of online learning can include both advantages and disadvantages of the online learning platform, peer learning, peer tutoring, active involvement in the class, communication, etc. As a result, students’ reflections on the CAD course made us think that the dimensions of the ACAD Framework are interwoven and interactive.

Revisiting a CAD course in the midst of the global pandemic with an activity-centered framework

Inevitably, the global pandemic that occurred in 2020 had a significant impact on the practices of design education, and apparently, design teachers were not fully prepared and equipped. In this ambivalent and emergent era, they struggled to adapt their current teaching methods to online education. Since then, various teaching methods have been developed and applied to incorporate online delivery. As we see an invitation to advance learner-centered and process-based teaching approaches regarding Computer-Aided Design (CAD) education in the literature; in this article, we address how a constructively aligned CAD course has been adapted to online learning and how it affected design students’ learning ex­per­iences. Hence, we discuss the online CAD learning experience through students’ reflections based on the Activity-Centered Analysis and Design (ACAD) Framework. To get insights into their online learning experience on CAD, we asked students to write their thoughts based on a structured qualitative course evaluation template. Broadly, online learning practices in CAD not only resulted in challenges in design learning but also created opportunities as mentioned in students’ writings. Based on qualitative content analysis, students’ reflections on a CAD class implemented under the context of online learning can include both advantages and disadvantages of the online learning platform, peer learning, peer tutoring, active involvement in the class, communication, etc. As a result, students’ reflections on the CAD course made us think that the dimensions of the ACAD Framework are interwoven and interactive.

Flipped Classroom Teaching Method of Computer-Aided Design Course for Art Design Specialty

Computer-Aided Design and Applications is an international journal on the applications of CAD and CAM. It publishes papers in the general domain of CAD plus in emerging fields like bio-CAD, nano-CAD, soft-CAD, garment-CAD, PLM, PDM, CAD data mining, CAD and the internet, CAD education, genetic algorithms and CAD engines. The journal is aimed at all developers and users of CAD technology to ptovide CAD solutions for various stages of design and manufacturing. The journal publishes all about Computer-Aided Design and Computer-Aided technologies.

Using handheld user interface and direct manipulation for architectural modeling in immersive virtual reality: An exploratory study

AbstractThis study comparatively investigates the affordances and constraints of two modeling methods for three‐dimensional modeling in immersive virtual reality (IVR): handheld user interface (HUI) and direct manipulation modeling (DM). The experimental study was conducted with 20 graduate students and two domain experts. Data were collected with screen capture videos of the modeling screen and video recordings of the users' gestures during the modeling session. To triangulate the findings for better reliability, an open‐ended questionnaire was administered just after the modeling session to collect written data about the modeling experience and the investigated modeling methods. Collected data were analyzed by qualitative coding methods. Analyses focused on affordances and constraints of modeling techniques, user preferences about virtual environments, effects of instant scale feature during modeling, locomotion techniques in IVR, ergonomics of the hardware related to modeling tasks, and usability of modeling interfaces in IVR. The results showed that DM modeling could be supported by (i) numeric input via a novel type of keyboard, (ii) a convenient HUI's menu interface with menu hierarchy wherever needed, and (iii) better locomotion techniques. This study generated suggestions for ensuring that efficient modeling applications for design studios, computer aided design courses, and professional practices in IVR can be implemented by investigating affordances and constraints.

The Importance of “Computer Aided Design” Course Reform in the Training of Applied Talents in Environmental Design

Based on the analysis of social needs and research results in recent years, the article takes social needs as the guide and problems as the entry point, and proposes the importance of computer-aided design for the training of applied talents in environmental design. With the development and promotion of computer software, the application of computer design software has become an important part of today’s environmental design field. In such a background, computer-aided design is particularly important in the process of training applied talents in environmental design. Therefore, in the construction of environmental design teaching system, the importance of computer-aided design courses to the training of environmental design applied talents should be clarified, and the computer-aided design course system should be built to continuously improve the professional level and application practice ability of students in environmental design major.

Aligning a CAD course constructively: telling-to-peer and writing-to-peer activities for efficient use of CAD in design curricula

As the literature points out the lack of efficient use of Computer-Aided Design (CAD) in design curricula, we aimed to align a CAD course based on student-centered learning theories. While designating a constructively aligned CAD course, the intended learning outcomes were specified in relation to the knowledge types classified for the CAD learning process. Based on these outcomes, two genuine learning activities were developed which were namely telling-to-peer and writing-to-peer. These activities put novice CAD learners into the center where they could construct and reconstruct the knowledge while transmitting it to a predefined audience. The telling-to-peer activity referred to a tutoring experience in which they explained specific commands to their classmates. Tutorials in this course functioned as a writing-to-peer activity where the learners were asked to prepare for a specific audience. Additionally, we aligned the assessment strategy with these learning activities through formative assessment tasks. To get insights especially about these learning activities from the students, a qualitative course evaluation template was conducted at the end of the semester. In conclusion, a model associating the knowledge types with learning outcomes in terms of their complexities was developed for CAD courses.

BUILDING INFORMATION MODELLING IN ARCHITECTURAL EDUCATION: CONTRIBUTION OF BIM IN DESIGN PROCESS

The fact that the practice of BIM has turned into a global trend; has also made BIM a significant constituent in architectural education. Computer aided design courses have long been integrated into the curriculum because of the progress of design in digital platforms and the benefits it compromises. Schools of Design exploit BIM along with other current programs. The study compares the fundamentals contributing to learner progress of architecture undergraduate students at two universities in Turkey practising BIM-based courses which intend to help students recognize the rationale and the benefits of BIM and to raise awareness of using BIM-based software. The results of the practices by the end of week eight and modelling comprising final submissions at the end of the semester were both evaluated in relation to participant reports. The evaluation includes how BIM-based education contribute to architectural project design.

Analysis of Engineering Accreditation Process and Outcomes: Lessons Learned for Successful First Time Application

The aims of the paper are to share and analyze engineering accreditation experience starting from the preparation through the outcome, and to discuss lessons learned particularly for first-time applicants. Securing accreditation from a well-recognized international body, such as the Accreditation Board for Engineering and Technology (ABET) can indicate quality of an engineering program. To qualify for an accreditation up to six- to seven-year period, an engineering program must meet a set of accreditation standards or criteria. The article is not limited only for new engineering programs outside the United States who are willing to pursue engineering accreditation from ABET, but it is applicable for an existing accredited program who will undergo next accreditation cycle. The authors presented and analyzed detail accreditation experience for a new established Civil Engineering (CE) Program at Prince Mohammad bin Fahd University (PMU) in Saudi Arabia. Although the ABET website provides detail procedure for the accreditation steps, the detail cases experienced by the PMU CE program will enrich knowledge on how to prepare and handle successful international accreditation. The authors also discussed issues raised during the accreditation activities, including program compliance with the nine ABET criteria, and presented key lessons to prepare for a smooth accreditation process. The main significant result of the accreditation exercise about continuous improvement was summarized in term of the curriculum upgrade, including adding another semester for senior design course and offering new sustainability engineering course, and adding computer aided design course at the early semester.

A Case-Control Study of Student Performance in a Blended Learning Environment

This paper discusses student performancein a fourth-year computer-aided design course under twodelivery modes: one using a blended learning format andthe other based on a classical lecture style. Specifically, thefinal exam results following the blended learning approach(2017) are compared to those from the previous four years(2012 to 2016), where the latter delivery was based on aclassical lecture style.Course enrolment during the study period varied froma minimum of 68 students for the 2012 cohort to amaximum of 122 registrations in 2017. Meanwhile, themean cumulative grade point average (CGPA) of eachcohort varied from a minimum of 6.71 ± 1.21 (mean ± SD)in 2012 to a maximum of 7.10 ± 1.33 (mean ± SD) in 2014;the mean CGPA in 2017 was 6.87 ± 1.31 (mean ± SD).While the class average in the final exam for each yeartracked more-or-less the entrance CGPA, the distributionof grades did not. Instead, the blended learning cohortshowed the lowest proportion of students achieving below50% on the final exam.

Research on the teaching reform of computer aided design

In view of the specific features and requirements of the computer aided design course and the practical problems, the reform and exploration are carried out from the aspects of course content, teaching methods and means, in order to improve the students’ interest in the computer aided design course and improve the students’ ability to solve the problem.

Self-Regulated Learning with a Module to Improve Learning Achievement

Drafting competence using Computer Aided Design (CAD) is required for building projects. The basic competence of CAD courses is students can draw elevation houses with CAD. To improve the effectiveness of learning, it has been developed a CAD learning module. This study was aimed to identify the utilization strategy of the CAD learning module to improve self-regulated learning. It is believed that increasing self-regulated learning can improve learning achievement. This research method consisted of four cycles: plan, action, observation, and reflection. The data were in the form of quantitative and qualitative data. Data collecting techniques were observation and documentation. Data analysis techniques used mean scores and reflection. The target was the mean score of classical tasks which is bigger than 80 in high difficult tasks. The results of the study were (1) there were differences in learning achievement in applying the concept of self-regulated learning with a collaborative approach and an individualistic approach, (2) self-regulated learning concepts with collaborative approach is more appropriate for the CAD module-based learning, and (3) the concept self-regulated learning with collaborative approach can improve learning achievement.

The Need for New Media Technologies in the Teaching of Computer Aided Design Courses in the Digital Design Studio: a Case in the Architecture Department, Covenant University

Students of architecture have as a part of their training, the acquisition of Computer Aided Design proficiency in AutoCAD and Revit and other software, in order to be relevant in the global terrain. Currently, in the curriculum of the study of Architecture in Covenant University, the students are assembled in the Digital Design Studio with the advanced computer graphics suite on each system. As in the case of learning technologies, the use of new media is grounded in its value to support sound pedagogical approaches. This paper investigates the current study methods adopted in Architecture by administering questionnaires to undergraduate and postgraduate students of the 2016/2017 batch. The data collected showed a marked learning gap as a result of the adopted method of teaching. It is expected that the introduction of new media technologies and websites for hands-on training will lead to marked improvement in the knowledge dissemination and acquisition. Keywords: New media technologies, Teaching of Computer, Digital Design;

EMPLOY A BASIC SKILLS IN REVIT TO DEVELOP A COMPUTER COURSE FOR STUDENTS OF ARCHITECTURE IN KAU-SAUDI ARABIA

The importance of Building Information Modeling (BIM) has been accelerating since 2005, and until now because of its advantages and many capabilities that far exceed the traditional CAD programs. This is stimulating many educational institutions to integrate this new technology in their curriculums both at the level of design studios and computer courses. These are computer-aided design courses that support basically the design process through the development of students' skills in digital architectural drawing. The current research tries to develop a computer course that is titled with Computer for Environmental Design and has been taught to new students at the Faculty of Environmental Design (FED) at King Abdulaziz University (KAU). The aim of this phase of development began since 2010 is to address three issues, the first is the need to improve the three-dimensional applications and search for the best software is easy to learn to get high quality as quickly as possible. The second issue is the need to overcome the problem of editing and updating drawings produced by CAD that takes a lot of time and effort and negatively affect the accuracy level of students' projects. The third is the need to integrate with the design studios of FED where Revit has become a basic program used in producing three-dimensional drawing. This research is trying to employ a basic skills provided by the Architectural Revit whereby all 2D and 3D drawings of a project are fully produced in speedy time and high quality. A training program was fully designed that integrates these skills into the course to produce a final high quality product. The program was implemented in its new version to students in the second semester in the academic year 2015-2016. The course was evaluated through a questionnaire to measure students' opinions and impressions toward the course at the end of the semester and then their responses were statistically analyzed. The results showed the strength and significance of the positive impact of the new skills added to the course.

Preclinical Course in Computer-Aided Design and Computer-Aided Manufacturing (CAD/CAM) Digital Dentistry: Introduction, Technology and Systems Evaluation, and Exercise.

Computer-aided design and computer-aided manufacturing (CAD/CAM) technology is an innovative digital system capable of scanning prepared teeth that are intended to receive crowns, bridges, and inlays and then effectively designing and fabricating restorations. Many dental schools are currently implementing this innovative CAD/CAM technology as part of their curricula and at University of Florida College of Dentistry we created a hands-on elective. The 5-week course requires 2- to 3-hours of time per week for the lectures and labs. The sessions cover an introduction to digital dentistry, technology and systems evaluation, an exercise for scanning, designing, milling, and finishing a single unit ceramic restoration, and a final exam. The students also gave presentations about systems and materials used. The classroom exercises included small-group learning and class debate sessions. In 2015, two 5-week sessions included a total of 16 participants (8 each). The overall course satisfaction from the combined two rounds was 4.7 out of 5. Comments for the course have been generally positive, indicating that the course was a successful introduction to CAD/CAM technology. Students' comments showed that they were very impressed by the new technology and interested in implementing it in their practices. This exercise in the comparison between CAD/CAM and conventional technology resulted in a deeper understanding of digital dentistry systems and ensured that students were prepared in their clinical reasoning to apply their education in real-world decision making after graduation. By integrating this new technology in a core curriculum, preclinical, prosthodontic sophomore course and as a junior elective course, students were provided with the hands-on experience needed to utilize CAD/CAM effectively in patient care.