Evaluating the learning process of mechanical CAD students

There is little theoretical or experimental research on how beginner-level trainees learn CAD skills in formal training sessions. This work presents findings on how trainees develop their skills in utilizing a solid mechanical CAD tool (Pro/Engineer version 2000i² and later version Wildfire). Exercises at the beginner and intermediate levels were designed so that several variations of a solid object are built by non-experienced trainees as they accumulate training time. In this case, trainees are fourth year mechanical engineering seniors and as such, they were of a similar technical and gender make-up. This assessment was conducted over the duration of training (16-week long semester). The test exercises were used to assess the trainees’ speed and proficiency in the use of CAD by (1) measuring their performance time and (2) feature count (number of features-of-size used to build the test parts). Using performance time data, empirical learning curves are generated. Breaking these curves into declarative and procedural components provides insight into how fast the trainees develop cognitive and motor CAD skills. In order to confirm that this methodology can be extended to other CAD platforms, a follow-up study was performed on a different set of beginner-level trainees with similar make-up while using the same beginner-level parts but with a more recent version of Pro/Engineer: Wildfire. One significant result of this study is that the procedural and declarative components of CAD learning are largely cognitive.     

Interactive video technology: Enhancing professional learning in initial teacher education

The University of Sussex In-School Teacher Education Project (InSTEP) uses interactive video technologies to enhance initial teacher education programmes for science trainee teachers. With four Internet Protocol cameras and mounted microphones in both school laboratories and the university teaching room, trainees and their tutors have access to live interaction with schools. This paper presents some of the findings of a 2 year evaluation of InSTEP aimed at identifying the benefits for trainee teachers. There has been an increase in the use of video material for teacher training purposes, however, trainee teachers are often intimidated by carefully selected extracts featuring experienced teachers. InSTEP activities are live and capitalise on all the opportunities associated with normal classroom practice. Literature points to InSTEP-type activities having the potential to enhance the development of trainees’ observation skills, develop reflective thinking, to provide authentic illustrations of classroom practice, enable remote observation and facilitate the coaching of trainees by mentors. A fourth generation model of evaluation was undertaken with data generated by semi-structured interviews with university tutors and mentors supported by a questionnaire and group interviews with the trainees. Our main findings point to InSTEP enhancing and accelerating the growth of trainee teachers’ professional knowledge through enabling reflective practice, facilitating collaborative learning and supporting the development of the language of pedagogy.     

Social compensation or rich-get-richer? The role of social competence in college students’ use of the Internet to find a partner

Online dating continues to grow rapidly in popularity every day, yet the role of social competence in online dating behavior remains unclear. This study was designed to expand previous research and conduct a comprehensive investigation on how social competence is associated with college students’ online dating behaviors, perceptions, and attitudes. Two hypotheses were tested: The social compensation hypothesis (SCH)—socially incompetent individuals would engage in more online dating, and the rich-get-richer hypothesis (RGRH)—socially competent individuals would use online dating more than their incompetent counterparts. The results showed that incompetent individuals, despite their ability to see benefits in online dating, did not show a favorable attitude towards online dating. They indicated a more frequent use of and a stronger preference for face-to-face dating compared to online dating, which contradicted the SCH. There were weak associations between competence traits and online dating behavior. Socially competent individuals perceived less benefit and showed less interest in online dating, which disconfirmed the RGRH.     

Toward predicting the performance of novice CAD users based on their profiled technical attributes

In previously published research (Hamade et al., 2005, Hamade et al., 2007, Hamade et al., 2009, Hamade and Artail, 2008) the authors developed a framework for analyzing the technical profiles of novice computer-aided design (CAD) trainees as they set to start training in a formal setting. The research included conducting a questionnaire to establish the trainees’ CAD-relevant technical foundation which served as the basis to statistically correlate this data to other experimental data collected for measuring the trainees’ performance over the duration of training. In this paper, we build on that work and attempt to forecast the performance of these CAD users based on their technical profiled attributes. For this purpose, we utilize three Artificial Neural Networks, ANN, techniques: Feed-Forward Back propagation, Elman Back propagation, and Generalized Regression with their capabilities are compared to those of Simulated Annealing as well as to those of linear regression techniques. Based on their profiled technical attributes, the Generalized regression neural network (GRNN) method is found to be most successful in discriminating the trainees including their predicted initial performance as well as their progress.     

e-Learning continuance intention: Moderating effects of user e-learning experience

This study explores the determinants of the e-learning continuance intention of users with different levels of e-learning experience and examines the moderating effects of e-learning experience on the relationships among the determinants. The research hypotheses are empirically validated using the responses received from a survey of 256 users. The results reveal that negative critical incidents and attitude are the main determinants of the users’ intention to continue using the e-learning, irrespective of their level of e-learning experience. In addition, the findings show that the user’s experience of the e-learning service plays a moderating role. The impact of negative critical incidents on perceived ease of use is greater for less experienced users. By contrast, the impact of negative critical incidents on perceived usefulness is greater for more experienced users. Perceived ease of use has a more critical effect on the attitude and continuance intention of less experienced users, whereas perceived usefulness is found to be a stronger determinant of the attitude and behavioral intention of more experienced users. Moreover, the relationship between satisfaction and continuance intention is stronger for less experienced users than for more experienced users. The implications of the present findings for research and managerial practice are analyzed and discussed.     

The impeding role of initial unrealistic goal-setting on videogame-based training performance: Identifying underpinning processes and a solution

Videogames are increasingly being used as instructional tools within education, workforce, and military contexts. Yet, additional research is needed to better understand what (and how) videogame-based training design attributes impact trainee performance in this type of training context. Goals/goal-setting and performance feedback represent two such important game design attributes. Goal-setting theory suggests that moderately difficult goals produce modest goal-performance discrepancies, which result in enhanced performance. Yet, goal-performance discrepancies are not universally beneficial. This study investigates the performance consequences of trainees setting an unrealistically difficult goal early in videogame-based training, and the mechanisms underlying this relationship. Data from 387 trainees completing a videogame-based training program demonstrated that an initial unrealistic goal, and subsequently a large goal-performance discrepancy, negatively impacts subsequent training performance. Self-regulation was examined as a mediator of this relationship; yet, was not supported, as goal-performance discrepancy failed to predict self-regulation. However, goal-performance discrepancy and videogame self-efficacy were found to interact in predicting trainees’ self-regulation, suggesting more complex underlying mechanisms. This study also demonstrated that providing trainees with simple goal-setting advisement can facilitate realistic goal-setting. These findings highlight the important role of realistic goal-setting in enhancing videogame-based training effectiveness.     

The design and implementation of a holistic training model for language teacher education in a cyber face-to-face learning environment

This study reports a qualitative investigation that examines the design and implementation of a holistic teacher training model in a cyber face-to-face language learning context. To this end, this study first proposes an e-training model called the Practice, Reflection and Collaboration (PRC) model, and discusses the rationale and theoretical framework underpinning each key component of the model. This is followed by the discussion of how the model was implemented in a 12-week e-teacher training program with the participation of trainee teachers and real distance students. This analysis focuses on how each component of the proposed model worked in our case, and what mechanisms were employed to nurture the trainees’ professional and personal development to become competent and confident e-teachers.     

First impressions last a lifetime: effect of interface type on disorientation and cognitive load

Today, technology users are faced with a multitude of different interfaces for computer applications, web sites, vehicle navigation, and cellular phones. In most cases, training to use these technologies is minimal or none and is left up to the user to learn the use of the technology at hand. Subsequently, their initial impression, which is dependent on how successful they can achieve simple tasks during their self-directed learning process, plays an important role in their intention to adopt the technology. Many users have trouble learning and remembering information presented on the screen. Disorientation and cognitive loading are two primary cognitive conditions that may be used to learn more about human behavior while using different type of interfaces. This paper presents the results of an experiment on computer user’s behavior while using one of two types of software interfaces: a menu-driven and an icon-based interfaces. Disorientation and cognitive loading theories are used to explain observations. A research model based on the technology acceptance model is used. Results show a strong relationship between performance and perceptions. The mediating effects on the different interfaces on perceptions are evident and significant considering that perceptions have been shown to predict computer user’s attitudes towards their intentions to use a technology. The experiment demonstrated the need to consider standard consistent interfaces when training is not provided.     

Is team training in briefings for surgical teams feasible in simulation?

We developed a module for surgical team training using briefings in simulated crisis scenarios and here we report preliminary findings. Nine surgical teams (34 trainees) participated in a pre-training simulation, followed by an interactive workshop on briefing and checklists, and then a post-training simulation. Both technical and non-technical skills were assessed via observation during simulations by expert trainers who provided feedback on performances at the end of simulation. Trainees also reported their attitudes to briefings and evaluated the training. Pre-training attitudes to briefing were positive, some of which improved post-training and trainees’ evaluation of the training was positive. Surgeons’ technical skill improved significantly post-training, but their decision-making skill was rated lower than other non-technical skills, compared to other trainees. The training did not appear to greatly improve non-technical skill performance. Training surgical teams in simulation is feasible but much more work is needed on measurement development and training strategy to confirm its efficacy and utility.     

Towards the development of a virtual environment-based training system for mechanical assembly operations

In this paper, we discuss the development of Virtual Training Studio (VTS), a virtual environment-based training system that allows training supervisors to create training instructions and allows trainees to learn assembly operations in a virtual environment. Our system is mainly focused on the cognitive side of training so that trainees can learn to recognize parts, remember assembly sequences, and correctly orient the parts during assembly operations. Our system enables users to train using the following three training modes: (1) Interactive Simulation, (2) 3D Animation, and (3) Video. Implementing these training modes required us to develop several new system features. This paper presents an overview of the VTS system and describes a few main features of the system. We also report user test results that show how people train using our system. The user test results indicate that the system is able to support a wide variety of training preferences and works well to support training for assembly operations.

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The way we share and learn: An exploratory study of the self-regulatory mechanisms in the professional online learning community

Self-regulation involves a triadic interplay among personal beliefs, individual behavior, and environment that both proactively and reactively influences one’s adjustment of efforts, courses of action, and attainment of goals to reach the anticipated outcomes. In this study, we propose and validate a self-regulation model that explores the effects of social capital and social cognitive factors on knowledge-sharing behavior. The results demonstrate that members of an online knowledge communities regulate his or her internal motivation, external demands, interpersonal relationships, help-seeking strategies, as well as confidence of capability in utilizing social resources and performing knowledge sharing task. Through a stronger sense of community, emotional attachment and empathic concern about others’ needs, members develop a high level of professional competence to collaborate with others and adequate efficacious beliefs to emotionally and instrumentally help others. The implications to both research and practice are discussed to enhance the understanding and effectiveness of self-regulation in the realm of knowledge management.     

Understanding factors affecting perceived sociability of social software

Sociability is considered to be important to the success of social software. The goal of the current study is to identify factors that affect the users’ perception of the sociability of social software and to examine the impact of sociability on the users’ attitude and behavior intentions. In a pilot study, 35 web users were interviewed to gain understanding of how they use social software to supplement their social life and to explore the possible factors that influence the users’ utilization of social software. In the first study, a questionnaire was developed, and 163 valid responses were collected. From the factor analysis results, seven important factors for social software design emerged, which accounts for 63.3% of the total variance. In the second study, 246 participants were asked to evaluate one of ten popular social applications with respect to the seven factors, their perceived sociability, and their attitudes and intention regarding the use of the applications. Results show that sociability is influenced by social climate, benefits and purposes, people, interaction richness, self-presentation, and support for formal interaction. System competency is not a sociability factor, but it significantly influences the user’s experience. Sociability and system competency, when combined, can predict 43% of users’ attitude towards social software and 51% of their intentions to use social software.     

Intelligent trainee behavior assessment system for medical training employing video analysis

This paper addresses the problem of assessing a trainee’s performance during a simulated delivery training by employing automatic analysis of a video camera signal. We aim at providing objective statistics reflecting the trainee’s behavior, so that the instructor is able to give valuable suggestions after the training. The basic idea is to analyze the moving and location parameters of the trainee, on which the behavior of the trainee can be judged and also compared. Our system consists of three major steps. In the first step, we label specific pixels with a given color, based on a Gaussian model. In the second step, the mean shift (MS) algorithm is employed to find the densest region of a color, where the center of that region indicates the center of a medical cap worn by a trainee. To accelerate the convergence of the MS algorithm, we propose to combine the distribution sampling and on-line mode updating based on the pyramid sampling technique. In the last step, we assume that the cap’s position represents the position of a trainee. Therefore, several statistics, such as the moving trajectory and the total movement of each trainee, can be calculated. These statistics associated with the domain knowledge, help us to determine trainees’ teamwork. Our system also enables an interactive way for instructors to choose the interested individual trainee, and then provides more results of him. Experimental evaluations using real delivery training videos demonstrate the effectiveness of the proposed work.¹     

Common needs and different agendas: How trainee teachers make progress in their ability to use ICT in subject teaching. Some lessons from the UK

The paper reports on the outcomes of a British Educational Communications and Technology Agency (BECTa) funded study which explored the views of teacher trainees and their mentors in two different school subjects on what strategies, interventions and resources had a positive impact on their ability to use ICT effectively in their subject teaching.The research aimed to explore both commonalities in trainees’ views of which strategies and interventions had a positive influence on their ability to use ICT effectively in subject teaching, and subject discipline dimensions of ICT use, i.e. the ways in which training needs might vary between trainees in different school subjects.The study focused on the views of two successive cohorts of science and history trainees (133 trainees in all), and 21 of their supervising mentors. The outcomes showed that some important determinants of progression in the ability to deploy ICT confidently and effectively in subject teaching were common to both subject groups, but that there were differing views on which ICT applications offered most potential for enhancing teaching and learning in their subject and differences in their preferred priorities for investment in ICT. The study also revealed that trainees felt that many of the experiences and resources which they had encountered in the course of their training had not been helpful.A follow up survey was undertaken of 114 trainees across six subject areas to further explore some of the findings from the initial survey. The concluding section of the paper suggests ways in which trainee teachers might be prepared more effectively for using ICT in their subject teaching.     

A study of Facebook Groups members’ knowledge sharing

There have been many studies focusing on individuals’ knowledge sharing behavior in the organizational setting. With the rapid prevalence of social networking sites, many people began to express their thoughts or share their knowledge via Facebook website. Facebook is an open environment which does not provide any immediate monetary benefits to its users. Its Groups members’ knowledge sharing behavior could be different from the ones in organizations. We proposed a research model to examine factors which promote the Facebook Groups users’ willingness to share knowledge. The factors in the study include extrinsic motivation, social and psychological forces, and social networking sharing culture. We used PLS to test our proposed hypotheses based on 271 responses collected through an online survey. Our results indicated that reputation would affect knowledge sharing attitude of Groups members and sense of self-worth would directly and indirectly (through subjective norm) affect the attitude. In addition, social networking sharing culture (fairness, identification, and openness) is the most significant factor, not only directly affecting knowledge sharing intention, but also indirectly influencing the sharing intention through subjective norm and knowledge sharing attitude.     

Approach for developing coordinated rubrics to convey quality criteria in MCAD training

This paper describes an approach to convey quality-oriented strategies to CAD trainees by embedding quality criteria into rubrics so as to force CAD trainees to understand them early in their instruction. To this end, the paper analyzes how CAD quality criteria can be organized around quality dimensions and embedded into rubrics in order to enforce quality modeling during the CAD training of novice product designers. Hence, the ambit of this study is training with history-based parametric feature-based MCAD systems, although the general conclusions are believed to be adaptable to other CAD training scenarios. Furthermore, it introduces an approach based on progressive refinement, which results in an assertions map that indicates quality dimensions vs. sequence of tasks for CAD models. The map illustrates how the expand–contract strategy adapts the rubrics to CAD trainee progress and assists them in comprehending the different dimensions of the rubrics. The paper also highlights lessons learned on the suitability of using separate rubrics for different tasks, the need of accurately timing the expand–contract process, and on the convenience of supporting rubrics with suitable teaching, which must convey good practices and evaluation tools through rubrics. The experiments describe the different lessons learned and illustrate the suggested process for replicating our approach for further developing rubrics adapted to other scenarios.     

Social and psychological aspects of computer-aided design systems

Abstract

A study was performed among design employees in three large companies to investigate the psychosocial effects of computer-aided design (CAD) work. The study included all technical employees of the departments selected, of whom about two-thirds worked with CAD systems. The results demonstrate that 90% of the CAD users have a positive attitude to CAD-work. No significant differences were found between CAD users and non-CAD users in terms of work load, autonomy, social support, job satisfaction, personal development, or degree of co-operation. Within the group of CAD users, those spending a larger number of weekly working hours with the CAD system reported lower work complexity, lower autonomy of work methods, and less job satisfaction. CAD users with a relatively higher number of years of CAD experience reported a greater work load, fewer CAD difficulties, and lower autonomy of work methods. Among draftspersons and designers, there were no significant differences in work activities between CAD users and non-CAD users.     

Evaluating the Wisdom of Strangers: The Perceived Credibility of Online Consumer Reviews on Yelp

This study examined the effects of review valence, the reviewer profile, and the receiver's familiarity with the platform (user/nonuser) on the perceived credibility of a review on Yelp.com and on the receiver's attitude toward the reviewed object. The results demonstrated a difference in cue‐taking between users and nonusers. For users, there was an interaction effect of 2 profile cues (number of friends and number of reviews) on competence. Users interpreted the cues in combination, whereas non‐users were not influenced by them. The friends × reviews × platform familiarity interaction indirectly affected attitude through competence. Further, review valence was positively associated with perceived credibility and attitude. The findings support and extend the social information processing theory and cue combination literature.     

Teachers’ attitudes toward information and communication technologies: the case of Syrian EFL teachers

Based on the new technology initiative in Syrian education, this study explored the attitudes of high school English as a Foreign Language (EFL) teachers in Syria toward ICT. In addition, the study investigated the relationship between computer attitudes and five independent variables: computer attributes, cultural perceptions, computer competence, computer access, and personal characteristics (including computer training background). The findings suggest that teachers have positive attitudes toward ICT in education. Teachers’ attitudes were predicted by computer attributes, cultural perceptions and computer competence. The results point to the importance of teachers’ vision of technology itself, their experiences with it, and the cultural conditions that surround its introduction into schools in shaping their attitudes toward technology and its subsequent diffusion in their educational practice.