Third-year Students Research Articles

The Effect of Various Exercises on Developing Kinesthetic Awareness and Accuracy in Performing the Stabbing and Compound Attack Movement Skillsby Duelingfor Students

The problem of the research was represented by the lack of interest of many teachers in the use of diversification and change in various exercises, despite the positive role it plays in generalizing the motor program for any fencing skill, even though most of its skills are characterized by difficulty in performing them, which requires providing the largest number of motor programs in order to be The learner has full readiness and preparedness, and the research aims to prepare various exercises to develop sensory perception and accuracy in performing complex attack skills and the stabbing movement. And to identify the effect of various exercises in developing the students’ kinetic awareness and accuracy of combined attack skills and stabbing movements in fencing. Use the researcherthatThe experimental approach with two equal groups. The research sample represented the students of the third stage of the Department of Physical Education and Sports Sciences at the Islamic University for the academic year 2022-2023 AD, and they numbered (50) students. They were selected by a simple random method, and were divided into two groups (experimental and control), and the number of each group was (25). ) student. The experimental group applied the various exercises prepared by the researcherthatAccording to the stages of building the motor program for learning epee skills in fencing, it was included among the educational units approved in colleges of physical education for third-year students, at the rate of one educational unit per week, amounting to (6) educational units. The time of the educational unit was (90/min), and the time of the educational unit was divided into the preparatory section. (15/d), the main section (65/d), and the final section (10/d). The most important conclusions were that there was a significant effect of the various exercises in developing sensory-motor perception and accuracy of performance in learning fencing skills. The most important recommendations are the need to pay attention to various exercises during educational units because they help learners expand their educational awareness and thus reflect on their performance of skills.

Awareness about clear aligner among dental students- Cross sectional study

To assess the awareness about clear aligner among dental students of first year, second year, third year, final year and interns of Pushpagiri College Of Dental Science.A cross-sectional questionnaire study conducted among Dental Students of Pushpagiri College of Dental Sciences, by collecting data using questionaire. Students of first year, second year, third year, final year and interns were included for the study. A questionnaire composed of 10 questions, designed to assess awareness about clear aligner among students. Fifty students participated in the study.The study reveals that out of fifty attendees – I)83.3% attendees didn’t used clear aligner before II) 91.7% of attendees aware about clear aligner III)83.3% attendees knows in which cases Invisalign can be use IV)83.3% attendees knows clear aligner have better oral hygiene than traditional brackets. Awareness program regarding clear aligner are necessary to create awareness among dental students.

Ability assessment of the craniofacial structures radiological anatomy on panoramic radiography among dental student during pandemic of Covid-19. Ability assessment on OPG among dental student during pandemic of Covid-19.

Orthopantomography (OPG) is a routine imaging method in dental practice and an essential di- agnostic tool in dentistry. However, OPGs are challenging to interpret due to many overlapping structures. Graduates of dental schools should be aware of image distortions caused by various factors and be able to distinguish them from typical structures to make an accurate diagnosis. The aim was to determine the correlation between the knowledge regarding the location of craniofacial structures of the 1st through 3rd- year dental students and the ability to recognized them on OPGs. The study was conducted in 2021 on 131 dental students using the Microsoft Teams program. Each participant had to determine the location of 4 anthropometric points on 4 OPGs. Using proprietary software, the authors determined the Articular angle between them. The researchers performed the statistical analysis. The Bioethics Committee approved the research. The results of students from particular years of studies did not show statistical significance. There was no statistically significant difference between males and females. Only the answers from third-year male students regarding the one Articular angle showed statistically significant differences compared to the rest of the participants. Recognizing joint structures on OPG is very important from the clinical point of view, although it is often overlooked in diagnostics. Students in the first years of dental school acquire the ability to assess and analyze TMJ on OPGs properly. OPGs have many advantages, including high availability, low cost and low radiation dose. In conclusion we can say that in the first three years of studies, dental students' image assessment skills in the craniofacial radiology field remain the same.

For Grades or for Learning? Influence of Academic Orientations on Vietnamese Undergraduates' Learning Strategy Use and Mental Well-Being

<p style="text-align:justify">The use of grades as an extrinsic motivator in formal schooling has been demonstrated in previous research to have negative implications for students’ learning and mental health. This subject matter has been particularly absent from the research literature in Vietnam, where the obsession with grades is self-evident. The present study aims to explore Vietnamese university students’ orientations toward learning and grades, learning strategy use, mental well-being, and how these variables correlate. In addition, the study examines the potential interplay between learning orientation and grade orientation to influence the latter two variables. A quantitative research design was employed to achieve these goals. Survey responses were collected from 38 second- and third-year students majoring in English Language at a large, public university during a summer semester. Specifically for learning strategy use, participants were directed to pull from their experiences in a Public Speaking course that they had completed in the previous semester. Results revealed that a learning orientation was moderately related to both adaptive learning strategy use and mental wellness, whereas a grade orientation was only negatively related to learning strategy use and unrelated to mental well-being. Moreover, a strong learning orientation alone resulted in the most positive outcomes for both learning and mental health, and higher levels of grade orientation weakened those outcomes. Limitations of the study, directions for future research in this area, and implications for students and educators are then discussed. </p>

Exploring the interplay between emotional intelligence and academic performance of undergraduate university students

This study aimed to investigate the relationship between perceived emotional intelligence and students' academic achievement. To this end, a quantitative research approach with a correlational design was employed. Participants were randomly selected using a stratified sampling technique, resulting in a sample of 135 second- and third-year undergraduate psychology students. An emotional intelligence scale was administered to these participants, and the collected data were subsequently analyzed using both descriptive statistics (including mean, frequency, and percentage) and inferential statistics (including independent sample t-tests, one-way ANOVA, Pearson product-moment correlation, multiple regression analysis, and mediation analysis). The findings indicated that students' perceived emotional intelligence levels were above average. Group comparison analyses revealed that, among various socio-demographic variables, only sex showed a significant difference in emotional intelligence. Similarly, the analysis showed that only the parents’ level of education significantly impacted students’ academic performance. Furthermore, a statistically significant positive relationship was found between emotional intelligence and academic achievement. Additionally, linear multiple regression analysis revealed that emotional intelligence significantly contributed to academic performance. Mediation analysis further revealed that the relationship between emotional intelligence and academic achievement is partially mediated by sex. Finally, the study concludes with recommendations aimed at enhancing the academic achievement of students.

Investigating Iraqi EFL Learners’ Social Intelligence and Their Performance in Speaking: A Correlational Study

The ultimate goal of learning a language is to use it when interacting with others regardless of the mode of communication. This use of the language, however, is socially and psychologically affected. In this regard, social intelligence plays a crucial role in creating effective interactions. The problem is that the correlation between social intelligence and speaking skill has received little attention in the field of linguistics concerning the Iraqi context. Therefore, this study aims to investigate the correlation between these variables to better understand how they correlate to each other. It asks to what extent there is a correlation between them and whether some personal variables affect this correlation. To this end, the alternative hypothesis is adopted which claims that there is a statistically significant positive correlation among the variables. For this purpose, the correlation design that draws on the quantitative approach is adopted. Moreover, a sample of 77 EFL third-year students from the University of Mosul for the academic year 2023-2024 was randomly selected. They were males and females coming from ethnic backgrounds, namely, Arabs, Kurds, and Turkmen. To collect data, two research instruments were used they were: an adopted and adapted social intelligence scale and a speaking test designed by the researcher. The data were statistically treated by a statistician using SPSS. The results of the study show that there is a positive moderate correlation between social intelligence and speaking skill. It is also concluded that personal variables such as gender and ethnicity have no significant influence on the correlation between the variables. Finally, some recommendations were presented based on the conclusions inferred.

Assessing the Gaps in Macro Skills: A Needs Analysis among Third-Year Psychology Students

This quantitative study employed a needs analysis approach which aimed to identify, aid, and present the problem with the proficiency in reading, writing, speaking, and listening skills of third-year Psychology students. 50 respondents from the psychology department in a private non-sectarian academic institution were randomly surveyed to gather the requisite data. Results showed that the respondents need guidance across various language competencies. Their reading skills are at the frustration level, listening skills are at the proficient level, and writing and speaking skills are at the moderate level. This study suggests customized instructional approaches which can significantly improve the receptive and productive English language skills of third-year psychology students, thereby empowering them to achieve greater academic and professional success. These findings underscore the effectiveness of ESP programs in enhancing the language skills required for psychology students and of similar academic contexts.

"Microbiology can be . . . " Student Competition to Develop Resources about Infectious Diseases that Improve Health Literacy.

The European Association of Establishments for Veterinary Education emphasizes the importance of communication skills and teamwork for student success in clinical practice. Traditionally, many veterinary curricula lacked standardized formal training in acquiring these essential skills.Effective communication and collaborative teamwork are not only crucial for fulfilling the clinical responsibilities of the veterinary profession but also play a pivotal role in the broader societal context. Veterinarians, in their social role, serve as scientific communicators for the community. This role involves conveying scientific concepts, even complex ones, with a particular emphasis on their significance for public health, reaching a diverse audience. Currently, there is a growing public health necessity to improve health literacy, which refers to the ability to access, understand, appraise, and use information to support healthy choices by society, especially for topics like infectious diseases and vaccination. This became more evident during the global COVID-19 pandemic. This teaching tip describes the development, organization, and broad outcomes of a student competition introduced during a standard veterinary medicine course to design novel resources on microbiology and infectious disease-enhancing health literacy. Three separate events were organized during the academic years 2020-2023. The third-year veterinary medicine students attending the 3-month course on infectious diseases of small animals participated in a student competition aimed at promoting creativity and innovation. Their task was to develop novel resources that delivered informative content to the public concerning microbiology and infectious diseases. Participation was voluntary and students participated in groups of 5-6. Overall, 125 students created 22 projects on microbiology and infectious diseases that were able to enhance health literacy. This approach allowed students to engage with the content and convey foundational knowledge to others in an easily accessible way. This skill of communicating with the public using easy-to-understand language is essential for success in the veterinary medicine profession. The resources produced, such as drawings, comics, games, and videos, constitute informative sources. Thus, they were published online on a scientific journal to disseminate knowledge of infectious diseases to a broader audience.

The Influence of Sports Dance on Self-esteem Among College Students

Background and Aims: College students' lives depend greatly on their sense of self-worth. It has an impact on their social interactions, emotional well-being, and academic achievement. Several issues can arise for college students, such as social pressures, anxiety related to appearance, and negative body image. These elements may damage their sense of self-worth, which subsequently impacts their general health and standard of living. Sports dance is a unique physical activity that combines artistic ability and physical prowess to positively impact college students' self-esteem. Sports dancing has also been linked to improvements in self-esteem and self-image in addition to physical health, according to earlier research. The two main goals of this study are to first compare the experimental group's self-esteem before and after they participated in sports dancing, and then to compare the experimental group's self-esteem with that of the control group. Methodology: This study included a sample of 20 third-year undergraduate students from the Dance Department, College of Art, Chongqing University of Mechanical and Electrical Technology. The samples were divided into two groups: 10 students, consisting of 5 female and 5 male students, in both the experimental and control groups. The experimental group used the sports dance training method, while the control group used the traditional teaching method. A self-designed, expert-reviewed Rosenberg's self-esteem scale was issued before and after the experiment to determine the influence of sports dance exercises on the self-esteem of the sample group. Data were analyzed using means, standard deviations, and t-tests. Result: Before engaging in sports dance training, the experimental group's mean self-esteem score was found to be 28.3, while the control group's mean score was 28.8 before receiving traditional instruction. Following the experiment, the experimental group's mean score on self-esteem increased to 35.6, while the control group's score stayed at 27.8. After taking the sports dance course, the experimental group felt more confident in themselves. The mean score of the experimental group was higher than that of the control group. Students in the experimental group demonstrated higher levels of engagement in class during sports dance training. When given chores involving dance, they showed initiative in solving problems and made their own choices. They conversed with people more and gained self-assurance when voicing their ideas. These findings imply that sports dancing significantly and favorably raised the students' self-esteem. Conclusion: The results show that sports dance programs can help students feel better about their bodies and have higher self-esteem. Students receive timely rewards throughout the sports dance learning process, which boosts their self-esteem in the classroom and promotes greater interaction between them. By working together to create dance performances, students improve their interpersonal skills and become fully immersed in a stimulating, dynamic, and demanding learning environment. This promotes a calm and pleasurable learning environment while also helping students develop their knowledge and skills and improving their communication skills. This study provides educational institutions and schools with a workable strategy for enhancing students' mental health by introducing sports dance courses. The results also highlight sports dance's potential as a useful tool for psychological intervention. Mental health practitioners might think about introducing elements of sports dance into psychotherapy sessions to help patients feel better about themselves.

Health awareness and lifestyle toward healthcare-seeking behavior among students in Universitas Advent Indonesia

Abstract Objective Healthcare-seeking behavior (HSB) would affect the prevalence of morbidity and mortality. There are various factors that affect one’s HSB. This study aimed to determine if health awareness and lifestyle might relate to HSB. Methods A cross-sectional study was applied by using three questionnaires to determine participants’ health awareness, lifestyle, and HSB. This study took place in Universitas Advent Indonesia and the students were recruited to be participants. Results There were 39 participants joined in this study. Most of the participants were females, third-year students, and from Accounting major. Almost all participants were aware of their low risk of health issues, had a fine lifestyle, and had moderate HSB. Conclusions One’s urge to seek health care facilities was not related to their health awareness and lifestyle. There was no further study to contradict with this finding at this moment.

Research on the Types and Influencing Factors of English Learning Motivation among English Major Undergraduates: A Case Study of Third-Year Students at a University in East China

English learning motivation significantly impacts learning efficiency. This study empirically investigates the learning motivations of 41 third-year English major students through a questionnaire survey conducted at a university in East China. The findings reveal that the learning motivations of English major undergraduates can be categorized into four types: personal interests, future development, experiential background, and social responsibility. Core factors influencing the types of learning motivation include students' personal cultural interests and their academic and career planning. Additionally, learning motivation is influenced by learning experiences, family environments, and social contexts. This research suggests that university English teachers should adopt a student-centered approach to tailor their teaching methods, thereby assisting students in establishing long-term, profound learning motivations. Furthermore, it encourages universities to implement social practice activities aimed at promoting intercultural communication.

Addressing Medication Administration Safety Through Simulation: A Quasi-Experimental Study Among Nursing Students.

Healthcare institutions are dedicated to minimizing medication errors and promoting their reporting. This study investigates the impact of simulation on nursing students' attitudes toward and intention to report medication errors. A quasi-experimental one-group pre-post-test study was conducted. Third-year nursing students (N = 63) participated in a scenario-based simulation for medication administration. Participants' errors were documented. Participants self-reported attitudes toward medication administration safety and intention to report errors. The most reported error was "contraindicated in disease" (61%). The simulation increased attitudes of preparedness by the training program received (p < 0.01) and belief in the patient's involvement in preventing errors (p < 0.01), and decreased the belief that professional incompetence reveals errors (p = 0.015). Intention to report errors was influenced by medication error training received (p = 0.045), confidence in error reporting (p < 0.001), and a sense of responsibility to disclose errors (p = 0.001). Simulation effectively shapes attitudes and intentions regarding medication error reporting. Improving nursing students' awareness, skills, and clinical judgment can foster a safety culture and potentially reduce patient harm. Future research should examine the long-term effects of simulation and its impact on reducing medication errors.

Students’ Perceptions of Demotivating Factors in Learning English for Specific Purposes at a Military Medical University in Vietnam

English for specific purposes (ESP) is currently incorporated and categorized in Vietnamese tertiary curricula. This study was conducted at a military medical university in northern Vietnam. The aim of the study was to identify the factors that demotivate medical university students in the military environment from learning ESP. The demotivating factors were divided into four categories: (1) connected to teachers; (2) linked to students; (3) related to infrastructure; and (4) associated with university/faculty. In this study, data gathered from questionnaires issued to 454 third-year students and interviews with 40 students has been processed using a combination of quantitative and qualitative research methodologies. The results of the investigation demonstrate that demotivating variables are essentially unrelated to teachers. Actually, the factors that make the students demotivated to learn ESP are mainly associated with the university/faculty, the students themselves, and the infrastructure. Furthermore, the findings contribute to recommendations for how to enhance ESP learning for students both at the military medical university and other education institutions.

The Impact of Group Psychological Counseling on Counseling Self-Efficacy: A Mixed-Methods Study

This study aims to examine the impact of group counseling practice conducted with undergraduate psychological counseling and guidance (PCG) students on their counseling self-efficacy levels. The study group consisted of 36 third-year students enrolled in the Group Counseling Principles and Techniques course in the spring semester of 2019 at the Department of PCG at Atatürk University. Since the course content was theoretical and students needed to have fundamental knowledge related to the course, it was taught theoretically for the first 7 weeks (until the midterm exam). After the midterm, group counseling practice was conducted with students divided into three groups for the remaining 7 weeks. The researcher led the sessions, and the students participated as group members. The Counselor Activity Self-Efficacy Scales was administered immediately before and one week after the practice. After the practice, students were also asked to fill out a semi-structured form to evaluate their group experiences. This study was designed using the explanatory sequential design, one of the mixed research methods. The quantitative aspect of the research was conducted as a single-group pretest-posttest design, one of the weak experimental designs. In analyzing the quantitative data, the Paired Samples t-Test was used for pretest-posttest comparisons. For the qualitative aspect, content analysis was performed on the forms filled out by the students. The study found that group counseling practice significantly increased the counseling self-efficacy of the counselor candidates, and the students’ qualitative responses supported this finding. Furthermore, students indicated that the practice contributed to their development in both professional skills and personal relationships. It is observed that individual counseling practices are generally emphasized in psychological counselor education. Considering the inadequacy of group counseling practices in counselor education and the lack of research addressing the contributions of these practices to the personal and professional development of psychological counselors, it is evaluated that the results of this research will contribute to the field.

Improving Third Year English Students’ Translation of Text Genres by Using The Method of Comparing the Position of Words in Phrases or Sentences in the Text Genres

This article presents an action research study undertaken at the Faculty of Education, Souphanouvong University during the 2020-2021 academic year. The aim was to determine whether teaching a method of comparing the position of words in the source language (English) and the target language (Lao) could improve third-year English students’ translation of text genres, and whether they were able to learn new vocabulary using this procedure. The sample comprised the 19 students from class 3ENT who studied English as their major. Research instruments included a pre-test, post-test, and questionnaire. Both pre-test and post-test consisted of English to Lao and Lao to English translation, and the questionnaire included 12 closed and open-ended questions. For the experimental method of teaching-learning translation, specific instruction for comparing the position of words between English and Lao was provided for three hours, followed by further practice in translating text genres for two hours per week over 16 weeks. This was implemented in-class and online. Finally, the pre-test and post-test scores of the 19 students were compared to see the difference in students’ translation ability. SPSS version 20 was used to calculate all the data. The results of this study showed the mean of the pre-test was 13.5263 with SD = 5.30585, and the mean of the post-test was 28.5263 with SD = 5.95696, while the t-test = -8.652 and p = 0.000. Before learning this technique for translation, 37% of students did not know how to translate English phrases or sentences into the Lao language by themselves, 47% of them knew a few ways, and 16% of students knew and understood how to use many techniques by themselves. After the experimental method was taught, 63% of students felt they knew how to translate English to Lao by themselves. In addition, 84% of students indicated they could learn new vocabulary from text genres, while 16% said they could learn a little new vocabulary from them.

The effectiveness of the six thinking hats strategy for teaching the curriculum and teaching methods course in developing creative thinking skills and achievement among students of the Faculty of Education at the University of Tikrit

This study aims to determine the effectiveness of the six thinking hats teaching strategy and teaching methods in developing creative thinking skills, which include five skills (fluency, originality, flexibility, sensitivity to problems, elaboration or detail) and then propose a treatment plan. A semi-experimental method was used. The research sample was represented by third-year psychology students in the School of Education and divided into two groups. Each group included (15) male and female students, and the exploratory group included second-year students of the same major, a total of (30) students and one student. The six thinking hats strategy was used for teaching, and the psychology students in the control and control groups were tested before and after the measurement. The mean score of the experimental group students in the pre-test was (70.07) with a standard deviation of (4.65), while the overall mean score of the experimental group students was (112.67) and (112.67). The standard deviation is (5.84), and the (T) test showed a significant difference (T = -22.1), and the significance level is 0.05, which is statistically significant. The study also showed that the mean score of the students in the experimental group for the pre-test was (48.53) with a standard deviation of (6.52) and the (T-test showed a difference in favour of the post-test as compared to the pre-test. -The measurement of the experimental group emphasized the effectiveness of applying the six thinking hats strategy and its importance in university education.

Analysing Student Feedback on the Integration of 3D Printing in the Teaching of Mammography for Radiologic Technologists

The objective of this study is to assess the suitability of using printed breast models as educational tools for instructing radiographer students on positioning and compression techniques in X-ray mammography. A physical anthropomorphic breast phantom, created with a stereolithography 3D printer based on a computational breast model, served as the main tool in the teaching approach. The practical exercise, conducted in three sessions for first, second, and third-year radiographer students, involved a structured approach in front of the mammography device. A questionnaire assessed participants' opinions on the 3D breast phantom and the exercise's impact on positioning, compression, and mammography device teachings. Among the 83 students surveyed, 52 provided responses, demonstrating a success rate of 71.2% in mastering the exercise utilizing the physical breast phantom. A significant portion of students express the importance of integrating contemporary digital technologies into their academic curriculum, based on the practical experience. The instructor demonstrated thorough preparation and competence in guiding the practical session. The positive experience in this teaching approach strongly encourages future professionals to integrate these new technologies into their daily practice, especially for acquiring skills in compression techniques and breast positioning.

Assessing the Use of Radiation Protection Equipment: A Cross-Sectional Survey Among Dental Students

Background: Proper radiation protection is crucial for minimizing exposure risks in dental radiography. This study aimed to evaluate the knowledge, awareness, and practices of dental students regarding radiation protection equipment. Methods: A cross-sectional, questionnaire-based study was conducted with 100 dental students, including third-year students, final-year students, interns, and postgraduates. The questionnaire assessed participants' understanding of radiation protection principles, use of protective equipment, and attitudes toward radiation safety. Data were analyzed using statistical methods, including chi-square tests. Results: The study found that 73% of participants had good knowledge and awareness of radiation protection equipment and radiation dosage. Despite this, adherence to recommended practices was poor. A significant association was observed between gender and the use of lead aprons during radiographs (p-value = 0.03), indicating a difference in practice based on gender. Conclusion: While dental students generally exhibit strong knowledge and awareness of radiation protection, there is a notable gap in the practical application of protective measures. The findings highlight the need for improved training and adherence to radiation safety practices to ensure the well-being of both patients and practitioners.

The impact of virtual reality haptic simulators in pre-clinical restorative dentistry: a qualitative enquiry into dental students’ perceptions

PurposeIn the realm of restorative dentistry, the integration of virtual reality haptic simulation (VRHS) for learning operative skills has garnered varied perceptions among dental students. Therefore, the aim of this study was to delve deep into undergraduates dental students’ perceptions related to the impact of VRHS in pre-clinical restorative dentistry.MethodsA homogeneous purposive sampling method was utilized to gather data from third-year undergraduate dental students (n = 23) at the College of Dental Medicine, Qatar University, to thoroughly investigate their views on the impact of VRHS on their learning experience in preparing a standard class I cavity. An explorative qualitative method using face-to-face focus group sessions were conducted in English during 2023. Focus group sessions were recorded and transcribed using Microsoft Teams. Two authors independently read the transcripts, coded the text, and manually analyzed text using an inductive thematic approach.ResultsA total of 21 (91.3%) students participated in this study. Analysis of 3 focus group interviews revealed five primary themes summarized with the term “MASTR” (M = manual dexterity, A = assessment, S = sequence, T = training, and R = realism). Based on frequency of reported themes, students perceived realism/ lifelike nature of VRHS requiring further enhancement to achieve the desired learning objective.ConclusionAlthough, VRHS play a crucial role in modern dental education, offering innovative solutions for training, evaluation, and feedback, the need to enhance their ability to simulate real-life dental procedures and learning environment (realism), coupled with interactive and immersive learning experiences were the most frequently raised theme by students. In terms of curriculum design and learning pedagogies, dental educators should consider the appropriate sequence when integrating VRHS within the undergraduate curricula.

To draw or not to draw? Evaluating the impact of computer-aided drawing tools on productivity in architectural design

This empirical study investigates the architectural design process, focusing on the influence of computer-aided drawing (CAD) tools during the initial design stages. Given the increasing reliance on CAD tools in contemporary architectural practice, the primary objective is to assess quantitatively how CAD tool adoption affects design productivity. The research was conducted in two phases, utilizing the protocol analysis method. In the first phase, we introduced a novel approach by having third-year architecture students complete two design assignments: the first using traditional freehand sketches and the second employing CAD tools. This unique method allowed us to capture their design actions and thoughts using the Concurrent verbalization technique. In the second phase, a meticulous comparison of the two sets of design protocols was undertaken. The analysis yielded surprising and counterintuitive results. Contrary to common beliefs, the use of CAD tools during early design phases can lead to unintended outcomes. Despite their digital precision and convenience, these tools may inadvertently impede cognitive productivity. Designers employing CAD tools showed signs of hesitation and indecision, resulting in prolonged design timelines and diminished ideational productivity. These findings have profound implications for architectural education and practice. They underscore the necessity for a balanced approach to integrating CAD tools into design processes. Educators and professionals must carefully consider the potential impact of these tools on the creative process, prompting a reassessment of their role in architectural design curricula and workflows. Future research holds great promise in exploring strategies to optimize CAD tool usage to mitigate their disruptive effects on early-stage architectural design. Additionally, investigating the role of training and interface design in enhancing the synergy between designers and digital tools offers exciting and fruitful research directions. In summary, this study highlights the complex relationship between CAD tools and cognitive productivity in architectural design, prompting a reexamination of their role in shaping the design landscape.