Web-based learning in the computer-aided design curriculum

This study attempts to apply the principle of constructivism and virtual reality (VR) technologies to computer‐aided design (CAD) curriculum by integrating network, CAD and VR into a web‐based learning environment. Through VR technologies, it is expected that the traditional two‐dimensional (2D) com...

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Bibliographic Details
Published in:Journal of computer assisted learning 2002-06, Vol.18 (2), p.175-187
Main Authors: Sung, W.T., Ou, S.C.
Format: Article
Language:English
Subjects:
Biological and medical sciences
Computer Assisted Design
Computer Graphics
Computer Simulation
Computer-aided design
Constructivism
Constructivism (Learning)
Curriculum Development
Educational Benefits
Educational Environment
Educational psychology
Educational Research
Engineeing
Engineering Education
Fundamental and applied biological sciences. Psychology
Graphics
Learning Systems
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Psychopedagogics. Didactics
Teaching Methods
Three Dimensional Aids
Undergraduate
Undergraduate Study
Virtual Reality
Visualization
Web Based Instruction
World-wide web
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Description
Summary:This study attempts to apply the principle of constructivism and virtual reality (VR) technologies to computer‐aided design (CAD) curriculum by integrating network, CAD and VR into a web‐based learning environment. Through VR technologies, it is expected that the traditional two‐dimensional (2D) computer graphics course can be expanded into a three‐dimensional (3D) real‐time simulation one. VR technologies provide a novel method to enhance user visualisation of complex three‐dimensional graphics and environments. Experience and environmental interaction allow users more readily to perceive the dimensional interrelations of graphics which are typically portrayed through static multiview or pictorial representations. A web‐based learning system (WebDeGrator) has been developed to simulate a computer graphics learning system for learning. Future developments of the proposed web‐based learning framework are also discussed.
ISSN:0266-4909
1365-2729
DOI:10.1046/j.0266-4909.2002.00225.x