Project based Learning Integrated with CAD Software to Improve Technical Drawing Skills

Since the emergence of Computer Aided Design (CAD) software in 1957, educators have been committed to equipping design engineering students with proficiency in the most widely employed CAD tools in the industry. In the early days, training focused on step by step instructions and understanding CAD theory. Overtime, lecturers adopted more hands-on practice, project-based learning and collaborative learning techniques [1]. The abundance of online resources and tutorials has allowed lecturers, particularly in Higher Education (HE), to focus less on training and more on theory and use of various software and techniques. Over the last decade, the number, pace and emergence of unique sub-sector software development has grown exponentially, making it difficult for educators to adopt a fixed CAD curriculum. In the early days, the dominant players in the CAD software arena until the early 2010s were Solidworks, Rhino 3D, and Autodesk Maya, each equipped with its own proprietary rendering engine. However, over the past decade, there has been a proliferation of CAD software alternatives, complemented by independent rendering engines like Keyshot, notably embraced by software applications such as Blender, Gravity sketch, and Sketchup. In particular, Blender and Rhino's Grasshopper add-on have experienced a surge in user-generated custom add-ons, broadening the array of available features and functionalities. The rapid expansion of Artificial Intelligence (AI) tools over the last two years has introduced a new layer of complexity, as tools such as Midjourney, Stable Diffusion, and Control Net have gained prominence in the industry. The exponential growth of computational tools available has presented higher education institutions with a perplexing choice regarding which CAD software to teach and the most effective pedagogical methods [2]. This complexity is further compounded by the dynamic nature of software development and the diverse career paths of students, each demanding a distinct skill set for success. This intricate situation prompts the inquiry into an approach to future-proof and tailor CAD software education to the unique requirements of each student cohort . Perhaps the same tool that advances learning can be used for future-proofing? Whilst there are examples of successful uses of AI in education in other disciplines, the inquiry using baseline data from undergraduate and postgraduate students at a world leading institution raises additional questions: • Can we design an AI tool that develops bespoke CAD learning for students? • Can this learning go beyond simple command instructions and extract higher universal principles of CAD theory? • Specifically in HE, can AI be used to create individual learning plans based on student’s interests, industry needs and ongoing advances in CAD? References : [1] Brink, Kilbrink & Gericke, 2023. Teach to Use CAD or through Using CAD: An Interview Study with Technology Teachers. International journal of technology and design education 33.3: 957–979. [2] Xie, 2018. Learning and Teaching Engineering Design through Modeling and Simulation on a CAD Platform. Computer applications in engineering education 26.4: 824–840. [3] Ye, Peng, Chen & Cai, 2004. Today's students, tomorrow's engineers: an industrial perspective on CAD education, Computer-Aided Design, Volume 36, Issue 14, 2004, 1451-1460.

According to some casual observers, computer-aided design (CAD) tools are very similar. These tools are used to design new artifacts in a digital environment; hence, they share typical software components, such as a computing engine and human–machine interface. However, CAD software is dedicated to specific professionals – such as engineers, three-dimensional (3D) artists, and industrial designers (IDs) – who claim that, despite their apparent similarities, CAD tools are so different that they are not substitutable. Moreover, CAD tools do not fully meet the needs of IDs. This paper aims at better characterizing CAD tools by taking into account their underlying design logic, which involves relying on recent advances in design theory. We show that engineering CAD tools are actually modeling tools that design a generic variety of products; 3D artist CAD tools not only design but immediately produce single digital artifacts; and ID CAD tools are neither a mix nor an hybridization of engineering CAD and 3D artist CAD tools but have their own logic, namely to create new conceptual models for a large variety of products, that is, the creation of a unique original style that leads to a generic singularity. Such tools are useful for many creative designers beyond IDs.

Additive manufacturing has opened the door to the creation of lightweight lattice structures. However, present Computer-Aided Design (CAD) and Computer-Aided Engineering (CAE) software are unsuitable for these types of structures. The objective of this research is to examine the performances of current CAD and CAE software to design lattice structures and to demonstrate their limitations and propose requirements for future developments. A performance evaluation of a case study for lattice structure designs was conducted. The criteria used for the evaluation were CAD human-machine-interface, RAM consumption, data exchange between CAD, CAE and CAM tools and finite element analysis (FEA) duration and file sizes. The CAD tool was incapable of executing a repetition function for octet-truss lattice structures of 150 x 150 x 150 mm dimensions or larger and the software stopped working. For 70 × 70 × 70 mm octet-truss lattice structure, the FEA computation file size reached 36.6 GB. The CAD file size of a 200 x 200 x 200 mm octet-truss lattice structure reached nearly 290 MB. In conclusion, this study exposes the performance inadequacy of current CAD and CAE tools and CAD file formats to design lattice structures for additive manufacturing parts.

Applying geometric and dimensional tolerances (GD&T) to part features in computer-aided design (CAD) software is essential so that the part will function properly and to guide downstream manufacturing and inspection processes. However, it is not well characterized how CAD software implements capabilities for a designer to apply GD&T to a part. Of course, CAD software vendors do their own internal testing of those capabilities and users evaluate CAD software so that it satisfies their CAD modeling requirements. However, there has never been any rigorous public-domain testing of CAD software GD&T implementations. To improve that situation, the National Institute of Standards and Technology (NIST) has developed a system to test implementations of GD&T in CAD software. Representative part geometry with GD&T applied to features was modeled in four of the major CAD systems. Errors with semantic representation and graphical presentation of the GD&T were collected and analyzed. The testing methodology, test results, and data analysis demonstrate how well the CAD system GD&T implementations perform. The testing project results can be used as a basis for future testing, methods, and standards to evaluate defects in GD&T applied to part features.

The development of the Fourth Industrial Revolution has driven significant changes in the competencies required of the workforce, compelling universities to produce graduates who are not only academically strong but also possess comprehensive work readiness relevant to the dynamics of the industrial world. Students’ work readiness is influenced by digital skills, the implementation of project-based learning, and the mastery of soft skills that support adaptability, communication, and problem-solving abilities. This study aimed to analyze the influence of digital skills and project-based learning on students’ work readiness, with soft skills as a mediating variable. A quantitative approach with an explanatory design was employed involving 150 final-year students in Central Java selected through purposive sampling. Data were collected using a structured questionnaire and analyzed using Partial Least Squares–Structural Equation Modeling (PLS-SEM). The results showed that digital skills and project-based learning had a positive and significant effect on soft skills. In addition, digital skills, project-based learning, and soft skills also had a positive and significant effect on students’ work readiness. Furthermore, soft skills were found to mediate the influence of digital skills and project-based learning on work readiness. These findings affirm that the integration of project-based learning and the strengthening of digital skills in higher education curricula play a strategic role in enhancing soft skills and graduates’ work readiness to face increasingly competitive labor market conditions.

Following the vision of Industry 4.0, manufacturers started to break down products into subsystems, each of which is developed and supplied by different suppliers to tackle the increasing complexity of product development (e.g., in vehicle, machine or plant construction). This process needs to be supported by intuitive Computer-Aided Design (CAD) tools and virtual modeling and simulation environments to effectively meet the challenges of increasingly complex product development. Therefore, in this paper, we present some outcoming of a research project called DisMoSim ( Dis tributed Mo deling and Sim ulation), which proposes an intuitive virtual environment for modeling and simulation that embeds a Multi User Inverse Kinematic Solver (MUKS). The MUKS allows (i) individual subsystems to be tested intuitively, i.e., Rapid Testing (RT), and (ii) people not yet familiar with a subsystem to understand it easily and quickly through simple kinematic actions, i.e., Rapid Understanding (RU), without unnaturally interrupting the modeling process. Finally, (iii) the MUKS enables subsystems to be easily assembled into complete systems, i.e., Rapid Assembling (RA), by means of a so-called snapping-point mechanism which supports the complex process of aligning and assembling different subsystems. To evaluate these capabilities, we present the results of a user study conducted with 20 participants. Special attention has been given to the embedded MUKS in contrast to existing approaches known from common CAD and simulation software. Thus, we demonstrate the practicability, usability, and versatility of our approach. • Finding modeling and simulation errors in CAD models is cumbersome with current tools. • CAD tools need intuitive means for testing during modeling. • Inverse kinematic solvers allow for rapid prototyping and testing in CAD systems. • New user interface and interaction paradigms ease interaction with CAD tools.

The integration of project-based learning in Science, Technology, Engineering, and Mathematics activities has received much attention because of its potential in engaging students with real–world problem solving. This study was designed to examine the effectiveness of Science, Technology, Engineering, and Mathematics project-based learning lessons on students’ achievement in algebra, geometry, probability and problem solving. The achievements of two groups of students who participated in the study were compared longitudinally in 2008, 2009, and 2010. The results showed that lessons integrating Science, Technology, Engineering, and Mathematics project-based learning improved students’ scores in mathematics in general (d= 1.311), algebra (d=1.500), geometry (d=1.837), and probability (d=.487), but not in problem solving (d=.343). In addition, students in Science, Technology, Engineering, and Mathematics project-based learning schools showed higher scores in geometry, probability, and problem solving than those in non Science, Technology, Engineering, and Mathematics project-based learning schools. Implications for reforming instructional approaches and suggestions for further study were discussed.

Evaluation of the virtual cement gap parameter of different CAD software programs in designing a single crown restoration: An in vitro study

Analytical chemistry is a core discipline in chemistry education, yet traditional teaching methods often lack sufficient emphasis on practical and research skills development. Recent studies in chemical education suggest that Project-Based Learning (PBL) can address these gaps by integrating theory with real-world problem-solving. This study aimed to evaluate the impact of PBL on the development of research, practical, and motivational outcomes in second-year university students enrolled in the “Chemistry Teacher Education” program at Zhanibekov University. A quasi-experimental design was employed with 40 students divided into an experimental group (PBL) and a control group (traditional instruction). Over one semester (15 weeks), the experimental group engaged in integrated project tasks aligned with the analytical chemistry curriculum, while the control group followed conventional lecture-laboratory instruction. Data collection included pre- and post-tests, laboratory performance evaluations, research skill assessments, and motivation questionnaires. Statistical analysis was conducted using independent-sample t -tests, with effect sizes calculated via Cohen’s d . The PBL group demonstrated significantly higher post-test results across all measured learning outcomes compared with the control group. Substantial gains were observed in theoretical knowledge, practical laboratory performance ( d = 2.01, p < 0.001), and research skills ( d = 2.23, p < 0.001). Improvements also extended to student motivation and engagement, indicating that PBL not only enhanced competency development but also positively influenced students’ attitudes toward analytical chemistry. These findings confirm that PBL is an effective instructional approach for improving both cognitive and affective learning outcomes in analytical chemistry. It strengthened mastery of theoretical concepts, fostered essential laboratory competencies and research abilities, and increased student motivation. The results support the integration of PBL into analytical chemistry curricula in higher education, particularly within teacher training programs. Future research should examine long-term retention of skills and explore hybrid instructional models combining PBL with other active learning strategies.

Nowadays, computer aided design (CAD) is widely used by designers. Would children learn to draw more easily and more efficiently if they were taught with computerised tools? To answer this question, we made an experiment designed to compare two methods for children to do the same drawing: the classical ‘pen and paper’ method and a CAD method. We asked two groups of 14 children to draw a geometrical figure: the Rey-Osterrieth Complex Figure (ROCF). The first group drew it with a pen on a sheet of paper (‘paper’ group) and the second on a computer screen with CAD software (‘computer’ group). Two drawing conditions were studied: ‘Copying’ the figure and drawing from memory. Results showed that the ‘computer’ group was better at copying the figure but that both groups performed equally well when the figure was drawn from memory. These preliminary results suggest that using a CAD tool could help children while they copy a model, but that it does not improve their ability to draw the same figure using their own, internal model.

This study aims to develop students' skills through the integration of project-based learning and simulation. This study used mixed methods by involving 30 students of the Mathematics Education Study Program at Universitas PGRI Sumatera Barat as research subjects. Data collection was conducted through observations of five meetings and semi-structured interviews with nine students of various academic ability level, including high, medium, and low. The research instrument for quantitative data was an observation sheet, while for qualitative data, a semi-structured interview sheet was used. The data obtained were analyzed using descriptive statistical analysis techniques for quantitative data and thematic analysis for qualitative data. The results of the study showed that the students' skills were not evenly distributed. Group collaboration in learning proved to be successful in increasing cooperation skills up to the high category, which indicates the effectiveness of learning in creating active interactions between students. However, other skills, such as creativity, communication, critical thinking, and innovation, are still in the medium category, which indicates that they still need further improvement and development. This study concludes that the integration of project-based learning and simulation has a positive effect on the abilities of students with uneven abilities. The integration of these learning approaches works synergistically by effectively linking theory and practice. Through project-based learning, students are encouraged to take an active role in designing, managing, and completing projects that directly contribute to their skill development. On the other hand, simulation functions as a complement that strengthens the effectiveness of project-based learning by presenting a real representation of the project by visualizing abstract concepts and allowing students to test the solutions they develop based on the project results. Keywords: ability, competency, project-based learning, simulation, skills.

It is recognized that innovative thinking is a key competency in 21st-century higher education; however, research on the integration of project-based learning and peer coaching is limited, especially in English teacher education. This study, therefore, investigates their integration in enhancing students’ innovative thinking skills. The objectives were 1) to compare students’ innovative thinking skills before and after participating in project-based learning with peer coaching; 2) to compare students’ innovative thinking skills between the control group and the experimental group after the intervention; and 3) to evaluate the quality of students’ innovations after the intervention. The participants consisted of 57 second-year English majors, with 29 students in the experimental group and 28 students in the control group. The research instruments included an innovative thinking skills assessment form and an innovation quality assessment form. Data were analyzed using mean, standard deviation, t-test, and effect size. The results revealed that students showed statistically significantly higher innovative thinking skills after the intervention at the .05 level. After the intervention, students in the experimental group indicated significantly higher innovative thinking skills than those in the control group at the .05 level. The quality of the innovations created by the students was at the highest level. The results indicate that this approach successfully enhances students’ innovative thinking skills and increases their ability to create educational innovations in a real-world learning environment.

The objective of the article is to explore the importance of integrating the Design Thinking (DT) and Project-Based Learning (PBL) in the engineering education. Traditional PBL is a systematic and innovative teaching method that encourages learners to explore more through queries by doing activities. In PBL, the problems are solved using critical thinking, collaboration and proper communication. On the other hand, Design Thinking, a contemporary approach, is a problem-solving approach creatively. By integrating the advantages of PBL (do more and talk less) and DT (solution-based learning) techniques, proposed method aims to build a practical solution for ‘Online Faculty Evaluation System’ from a student’s perspective. The online faculty evaluation system allows the students to evaluate the faculty members on vital parameters. The integration of PBL and DT provides the seamless understanding of modules and interpretation of fields in the feedback forms for further processing. The OFES not only diminishes the overhead in the manual feedback method but also saves more time through the customized reports. Experimental results concluded that the proposed method (integration of PBL and DL) uncovers the solutions to the complex problems in a lucid manner.KeywordsTraditional teaching methodProject-based learningDesign processDesign thinkingFeedback system

The frame transfer Area Array Sensor with vertical antiblooming structure requires that all performance characteristics such as large charge capacity, high charge transfer efficiency, low read noise and low antiblooming voltage be optimized in a singlemanufacturable CCD (charge-coupled device). There is a common tendency to optimize one performance characteristic at the expense of others. With the goal of optimizing above all performance characteristics, a frame transfer area array sensors with vertical antiblooming structure is optimization designed by the CAD (computer aided design) tools and fabricated, which equal to twenty-six micron square pixel size with 516 (H) x1028 (V) active pixels(the channel stop is 4μm and the photosensitive area is 22x22 μmxμm). At first, it is simply introduced the modeling of the frame transfer area array sensors with vertical antiblooming structure from the top to down and simulated by the CAD tools combined with the process and device models. The essential design and calculation of the CCD with antiblooming function are discussed in detail. And the process, layout and device parameters to design this frame transfer area array sensors (including the impurity concentration and layer thickness of the P-well and the buriedchannel, and the design output amplifier) are optimized according to the above simulation. At the last, the device is fabricated and the performance characteristics ( e.g. charge capacity, charge transfer efficiency, read noise and antiblooming voltage) are test to compare the simulation. To demonstrate the process used to optimize this frame transfer area array sensors with vertical antiblooming structure, this paper contains test data for this kind of CCD device which is optimization designed and fabricated by the CAD (computer aided design) tools. The test datas shows the way using the CAD tools optimization design a frame transfer area array sensors with vertical antiblooming structure correct.

This paper presents the efforts to introduce integrated circuit (IC) design to Electronics engineering undergraduate students, using the LASI program. The professional Computer-aided Design (CAD) systems for IC design are expensive in terms of hardware, CAD tools and CAD licenses. The next problem connected to their use for educational purposes is the need of training on both the CAD software and the UNIX system. The Windows LASI system is a freeware CAD environment for a full-custom Very Large Scale Integration (VLSI) microelectronic circuits design, intended for educational purposes. The LASI tool is employed for teaching IC design in Electronics engineering undergraduate program at the Department of Electronics, Ruse University, Bulgaria. The paper provides description of the Microelectronics courses, LASI system, technology, and an example design.