Computer‐aided design (CAD) tools are essential for any engineer and, thus, many researchers have focused on developing the most suitable method for acquiring CAD competences. In recent years, efforts have been devoted to designing new, innovative and helpful methodologies to improve the CAD pedagogy. The presented research aims at showing the advantages of integrating interactive self‐assessment tools into CAD learning methodologies, such as problem‐based learning (PBL). One hundred and ninety‐one first‐year Mechanical Engineering students participated in the research. They were evenly and randomly divided into two groups: a control group and an experimental group. Students belonging to the control group made use of PBL. The experimental group made use of PBL and a new interactive tool, called TrainCAD, that allows the self‐assessment of 2D‐CAD models designed in AutoCAD. The presented results show that experimental group students have considerably improved their academic performance and increased their motivation on the subject. Therefore, the combination of the two proposed approaches seems to be useful for helping students during the CAD learning process. On the other hand, gender was also a factor that has been analysed, to discern whether it influences the proposed academic learning process (based on the applied CAD pedagogy), concluding that there is no significant influence.

In the current European university reform teacher-based education is replaced by another form of teaching, which is more focused on the students. To facilitate this task, a self-learning-oriented application called AIMEC-DT was developed. This article discusses, by means of an educational experience, the advantages of using these types of interactive tools adapted to achieve that goal. The results obtained allow us to conclude that their use can be a significant improvement in teaching in engineering. ß

Less and less time is being dedicated to Descriptive Geometry in Technical Careers. For that reason, a multimedia application that allows us improve and optimize the teachingÀlearning process in the resolution of typical problems of this subject has been designed. Easy of use, interactiveness or efficiency are characteristics that can be related to this application. In this article, we describe the more important aspects of the developed Multimedia Trainer, as well as the results obtained in an experience with students with the purpose of evaluating its possibilities of use.

Game-Based Learning (GBL) is increasingly widespread as a learning technique in the engineering studies. However, this innovative methodology may be difficult to incorporate in some subjects due to their complex contents. This paper aims at combining traditional learning methodologies with game mechanics to analyse the academic performance and motivation in engineering studies. Moreover, an ad-hoc gaming web environment was developed to support and control the learning process. Other modern tools such as mobile phone devices were also employed to support and encourage students. A comparative study is presented in this paper, on which 96 first-year engineering students participated. The students were randomly divided into two groups: Control Group (CG) and Experimental Group (EG). The first group made use of a traditional learning methodology, while the second group combined this traditional methodology with GBL and Information and Communication Technologies (ICT). The obtained results show that EG students significantly improve their academic performance and motivation, expressing a succinctly greater interest in the studied subject. Therefore, the integration of GBL in the teaching methodology of complex technical subjects could have a very positive impact, as well as it could greatly ease the teaching-learning process in engineering studies.

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