The Effects of Computer-Assisted Instruction on Teaching and Learning of Automated Drafting Systems for College Students

This study is to investigate whether and to what extent twelve predictors account for the variations of student achievement as a result of eight-week's self-paced learning with a computer-based tutorial. The results showed that prior computer experience, exposure to AutoCAD in high school, and attitudes toward the tutorial are three significant predictors. However, prior AutoCAD experience and attitudes toward the tutorial are negatively associated with students' test scores. It was found that students would generate any questions regardless of success or failure in trying out commands. Students would act on their curiosity or encouraged by the content of the instruction to set off their exploration. Students preferred to learn in a guided-exploration environment in which they may learn by instruction or explore independently. Furthermore, students expressed their needs of instruction, in particular, in-depth content, complete procedural instruction, and specific applications. On the other hand, AutoCAD experts also suggest that the teachers lecturing and demonstrating the effects of commands and students' engagement of hands-on practice exercises and real-world applications facilitate learning.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2014

Author dc:creator

• Lee, Ching-Rong Joan

Contributors dc:contributor

• Dennis, R.,

• Education, Technology of
• Education, Curriculum and Instruction

Identifier

(UMI)AAI9411682

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/71959