THE EFFECTS OF WORKED EXAMPLES ON CAD PERFORMANCE: AN APPLICATION OF THE FOUR-COMPONENT INSTRUCTIONAL DESIGN MODEL TO CAD INSTRUCTION

摘要

This presentation discusses enhancements to current instructional practices for engineering graphics and constraint-based modeling courses taught at the collegiate level, and introduces a novel application of an instructional design framework, 4C/ID, directed towards the design and dissemination of interactive CAD tutorials. Several engineering graphics researchers and instructors have made efforts to accommodate the challenges of blended instruction by designing general CAD tutorials that attempt to leverage embedded video resources. However, the literature reports few cases of systematic design and evaluation of instructional strategies based on cognitive learning theory. In this study, a total of 161 students enrolled in GC 120-Foundations of Engineering Graphics were divided between control and experimental treatments, with the experimental group receiving tutorial videos designed around the 4C/ID model. These two groups were analyzed for the ways in which the tutorial videos were used to support learning solid modeling tasks and how this knowledge was subsequently transferred to novel solid modeling tasks. Data were analyzed in order to determine the best practices for creating and administering CAD tutorials in hybrid learning environments. Considerations for furthering the authors' line of inquiry into constraint-based modeling instruction are addressed as well.