Computer-aided Design Education Research Articles

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.

Emergency remote CAD teaching using licensed software in apparel during the COVID-19 pandemic: a collaborative learning approach

Computer-Aided Design (CAD) training has become essential in apparel education as it is widely applied in design and development activities in the industry. This study presents how physical CAD teaching converted to remote delivery during the emergency COVID-19 pandemic using online technologies. This study evaluated five distinct methods adopted in this period: online Zoom sessions, pre-recorded practical demonstrations, guided hand-outs, online collaborative learning methods and forum discussions using Moodle. TeamViewer application was utilised for real-time remote access and support during teaching. This study instrumented two online questionnaires intended to assess the effectiveness of online hands-on sessions and collaborative learning in a remote online environment. This study was conducted with 58 participants at a recognised Sri Lankan state university. More importantly, the results confirmed the feasibility of collaborative engagement within the online learning environment. This study discovered students’ preferences for synchronous teaching and learning approaches. Also, it revealed the limitations of remote CAD teaching using online technologies. Finally, this study underlined the success of the collaborative learning approach and students’ perspectives on flipped classroom model for apparel CAD training.

Orman Endüstri Mühendisliği ve Orman Meslek Yüksekokulu Öğrencilerinin Çevrimiçi Bilgisayar Destekli Tasarım Öğrenimi Hakkındaki Görüşleri

This study aims examining the opinions of the students of Vocational School of Forestry and Forest Industry Engineering Department of Istanbul University-Cerrahpasa, about their computer aided design education, general development and future. The survey form was applied during the fall semester of the academic year 2020-2021 in the online. Surveys from 60 students were taken into assessment with first year and second year students for both departments. The survey form had questions about demographic characteristics of the students, their opinions on their education and their professional future. During the analysis, first the variables were coded, a database was created and assessed with MS Excel software. As the result; demographic characteristics of the students, opinions of Forest Industry Engineering Department students on Forest Industry Engineering Department and Vocational School of Forestry Students on their departments, opinions of the students about computer aided design programs were evaluated. In addition, the sectors in which the students want to work in after graduating are evaluated and interpreted.

An Evidence-Based Study on Teaching Computer Aided Design in Higher Education during the COVID-19 Pandemic

The pandemic has had a major effect on engineering education, transforming both current and future teaching practice. The physical meetings between student and teacher have during the pandemic been replaced by online contact and recordings of lectures and demonstrations. In this paper, the focus is on computer aided design (CAD) teaching for first-year engineering students. CAD is a topic usually characterized by a close contact by student and teacher, with hands-on instruction at the computer using the CAD software. In the paper, the experiences and learnings from the rapid shift to on-line teaching in CAD are summarized and discussed, and learnings and takeaways for a redesign of future CAD teaching are discussed. Both the students’ learning and their mental wellbeing are evaluated. It is found that on a general level, the students were satisfied with the online teaching and rated it as better or equal to traditional teaching. However, there is still room for improvement, since some students found the situation stressful and pointed out the difficulty to ask questions online. The findings are based on a student survey, existing literature, and the authors own teaching practices during the pandemic.

Fashion CAD education during the COVID-19 pandemic in South Korea: comparison of online and offline learning achievements

ABSTRACT The 2019 Coronavirus Infectious Disease-19 (COVID-19) pandemic has maximized interest in the need for and the effectiveness of e-learning classes as an alternative to face-to-face classes in schools. This study aimed to identify the factors that determine the successful implementation of e-learning classes. In this study, 99 fashion majors who attended the computer-aided design (CAD) programming classes held in the spring semesters of 2019 and 2020 participated. This study analyzed and evaluated the students’ achievement process to see how self-motivated learning and interactive learning affected the process in face-to-face classes and real-time online Zoom classes. The results demonstrated the potential of creating an efficient e-learning environment for fashion CAD education where students could learn concepts and achieve academic competence even in the absence of face-to-face introduction.

INVESTIGATION OF THE RELATIONSHIP BETWEEN COMPUTER PROGRAMS AND FOREIGN LANGUAGE USED IN GRAPHIC DESIGN PROCESS

The rapid development of technology has brought the formation of new applications and techniques in our lives. These formations also played an important role in creation of designs in the computer environment and the emergence of digital design understanding in the field of graphic design. Thus, computer-aided design education has become an important obligation for students to prepare for the sector, complete their professional development, and adapt to technological life. The programs in the design process are foreign-origin software and they are used in English in the industry. This situation has made foreign language education a necessity for students to learn, use, and follow technological innovations. Active employment of English in education facilitates students' interaction with the global environment and it enables them to follow universal design principles, professional developments, and leading designers. The study was designed in a document analysis model. The documents of the university programs are examined by two different researchers. The results of the study show that; the prerequisite to use the programs is to know the language of the program. The original applications `language is English and the instructors must explain the functions of the items and then teach how to use it while designing a product. The copies of the original products are not preferred by the school and the students uploading these versions still need to know the English terms because the Turkish translation of the programs is very poor in terms of language quality. Besides the sector demands to know English rather than the Turkish language. It is found that teaching-learning activities on design lessons will be more fruitful if the students have a vocational language lesson to learn the required terms.

Application of 3D Visualization in Landscape Design Teaching

The development of computer technology has reshaped the form and philosophy of landscape design, as evidenced by the growing importance of computer-aided design (CAD) in this area. This paper attempts to apply 3D visualization in the teaching of landscape design. For this purpose, three CAD teaching tools were selected, namely, AutoCAD, 3D Max and SketchUp, and subjected to theoretical analysis and teaching practice. The research results show that AutoCAD can guide the landscape design teaching from conception to positioning, 3D Max can upgrade the teaching form from 2D to 3D in the later phase, and SketchUp sup-ports the entire process of landscape design. In addition, the author summarized the specific process of supporting landscape design teaching with SketchUp. This research enriches the results on the application of CAD in landscape design teaching and has certain theoretical and practical significance.

Integrating student-made screencasts into computer-aided design education

ABSTRACTThis paper presents the design strategies of an engineering education research project funded by the National Science Foundation (NSF) and discusses its findings. Study participants were the students who enrolled in “Mechanical Engineering Drawing” course and learned about computer-aided design (CAD). We grouped students into the control group and experimental group. Students in the control group received a traditional and teacher-centered instruction. The screencast tutorials were provided to them by their instructors. Students in the experimental group experienced a student-centered instruction. Instead of being provided instructor-prepared screencast tutorials, in the experimental group, students developed their own. They shared their tutorials with one another through an Internet portal; they reviewed and commented on each other’s tutorials. These activities were student-centered. We captured students’ attitudes towards engineering and their life-long learning skills before and after the semes...

Applying action research in CAD teaching to improve the learning experience and academic level

A project involving innovation in university education is described in this paper. It was implemented in a Computer-Aided Design (CAD) course on the Bachelor’s Degree in Industrial Design and Product Development Engineering. Several studies have been published about CAD curricula, yet to the best of our knowledge nothing on applying Action Research (AR) to CAD teaching. The project was carried out over a two-year period, after detecting that academic results were not very good even when the course was not very demanding. In the first year, an experiment based on the AR methodology was planned and put into practice. We took the figure of the teacher-researcher as our own, owing to our conviction that teachers themselves must study their own work and reflect on it critically. Encouraged by the good results, throughout the following year, more changes were made in order to further improve the learning experience. The main actions were to develop self-learning material and to use rubrics for assessment, together with an increase in the level of difficulty in some parts of the evaluation. A detailed chronological description of the actions that were carried out, the implied motivations and both the expected results and those actually obtained are presented.

Integration of contextual exercises in computer-aided design education

ABSTRACTThe authors have implemented a series of contextual CAD modeling exercises in a freshman CAD class to transform adaptive expertise in the CAD education. The students were interviewed before and after the exercises to capture their manifestation of adaptive expertise. At the end of semester, a CAD modeling test was given to the students. The CAD modeling procedures were evaluated based on the model attributes and students’ screen-recordings. The data analyses examine the role of learner-centered contextual exercise in CAD modeling process, and the correlations between the adaptive expertise in CAD modeling procedure. The findings show that the contextual exercises have positive effects on improving students’ adaptive expertise and CAD skills.

7-108 高専の低学年で実践している土木分野のCAD教育((03)実験・実技-II)

7-108 高専の低学年で実践している土木分野のCAD教育((03)実験・実技-II)

Effects of multimedia characteristics on novice CAD learners’ practice performance

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.

Design education: A case study of furniture and decoration education

In this study, Computer Aided Design (CAD) education in the department of Furniture and Design, Technical Education Faculty, Gazi University, raises workforce for furniture industry and interior design sector, was investigated. A research questionnaire was developed and carried out with the students in accordance with the determination of problems, influence of education, teaching program and a comparative study of furniture design to classical drawing and CAD. As a result, the significant problem (96%) was found as the lack and insufficiency of CAD lectures in the teaching program. According to the study, CAD process is much more effective as the process as a whole is taken into consideration. It has been determined that new lectures are needed for the education of the visual presentation since 15hours is not sufficient. In reference to these results; there shall be a new approach to the CAD education of the department as a whole, where weekly lecture hours instead of diversity of the lectures shall be increased, since the process takes a long time; and the problems rising from lack of instructors shall be prioritised in the strategically planning.

Teaching for CAD expertise

CAD (Computer Aided Design) has now become an integral part of Technology Education. The recent introduction of highly sophisticated, low-cost CAD software and CAM hardware capable of running on desktop computers has accelerated this trend. There is now quite widespread introduction of solid modeling CAD software into secondary schools but how much is really known about the processes of learning and teaching CAD, particularly solid modeling? This paper will discuss current practice in CAD teaching and the way this relates to solid modeling. It will discuss the findings of current research with particular emphasis on the difference between command knowledge and strategic knowledge and how this relates to the development of CAD expertise. Command knowledge is referred to as knowledge of the commands (algorithms or tools) and the procedures to use those tools within CAD software while strategic knowledge is concerned with knowledge of the alternate methods by which a specific task may be achieved and the process by which a choice may be made. The results of a recent experimental study into the teaching of CAD expertise will then be outlined and the implications for the teaching and learning process will be discussed.

Enhancing Engineering Computer-Aided Design Education Using Lectures Recorded on the PC

Computer-Aided Engineering (CAE) is a course that is required during the third year in the mechanical engineering curriculum at Binghamton University. The primary objective of the course is to educate students in the procedures of computer-aided engineering design. The solid modeling and analysis program Pro/Engineer™ (PTC®) is used as the basis of this course. As a means to this objective, students must be trained to use the Pro/Engineer™ software. We created a series of video lectures using Camtasia Studio (TechSmith®) to accomplish the Pro/Engineer™ training. As the literature for the software says: “Camtasia Studio is a complete solution for quickly creating professional-looking videos of your PC desktop activity.” Thirteen videos were created for this course, which incorporated audio combined with PowerPoint™ slides. The video files (avi's) are distributed to students on five CD's. This article describes the structure of the course and how the videos are integrated into it. Also included is a brief overview of the creation of the videos. Results of a survey of student satisfaction with the video format that was used in the course are presented.

W02-(5) ここまで進んだ世界の 3 次元 CAD 教育

W02-(5) ここまで進んだ世界の 3 次元 CAD 教育

Hypertexts for machine theory education

Hypertexts which integrate text and graphics and provide programming features represent suitable tools for computer-aided design education and training. Mechanism kinematics is chosen as a reference field of application. The paper points out how hypertexts allow users to realize a suitable environment, where they can consider different aspects of the same subject, use the facilities offered, and understand them by experimenting.

CAD Education in Interior Design: Computers and the Creative Process

Computer–Aided Design (CAD) has become important in interior design education, yet there are varied opinions on whether the computer inhibits the creative process. This article examines the relevant theoretical and empirical research on creativity and learning styles and applies it to CAD technology. Ways in which the computer can enhance creativity and problem solving are also explored.

Theoretical basis of a computer-aided design education and research laboratory

This paper investigates the theoretical basis of computer-aided design (CAD) education and research relevant to the establishment of a micro-CAD laboratory in Istanbul Technical University (ITU). The initial paragraphs of the paper are allocated to the CAD systems' theoretical considerations. In the second part an interactive education and research model is developed. Applicability of this model through professional practice is discussed and examples of research findings are explained.

Computer-aided design education

The teaching of design, now obligatory for all undergraduate engineering programmers, must be interpreted in a far wider sense than is currently understood if graduates from these courses are to keep pace with the rapid and continuing changes taking place in technology