Integrating student-made screencasts into computer-aided design education

Zhang, Dongdong; Peng, Xiaobo; Yalvaç, Buğrahan; Eseryel, Deniz; Nadeem, Uzair; Islam, Atiq

doi:10.1080/16864360.2017.1308080

Cited by 5 publications

(6 citation statements)

References 7 publications

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“…The betterment of van Hiele's levels of thinking appeared are thought to be likely resulted by the activities in the modules that linked screencast videos with the 3D software. Besides that, the tasks are challenged enough to engage students with effective reasoning [8] and provide hands-on exploration to them [20]. The outcome of this finding was consistent with other studies in Geometry that used other learning strategies.…”

Section: Stage Isupporting

confidence: 85%

“…VTS-SUM is a know-how video that guides students how to use SketchUp Make to complete the activity in the module. This video is particularly useful for students as they may control their learning rate [20]. Students may stop the videos and replay them as much as possible at their own pace [4].…”

Section: Video Tutorial Screencast Sketchup Make (Vts-sum)mentioning

confidence: 99%

“…Thus, this mode of teaching will encourage students to learn by memorizing the concepts of Geometry [19]. However, the problems can be overcome by using a 3D manipulative software that provides powerful tools to assist students in visualizing the solid objects [20]. Yahya et al [21] named them as visual tools.…”

Section: Introductionmentioning

confidence: 99%

“…These obstacles can be solved by applying video tutorial with screencast technique as suggested by [24]. The steps in using the tools in 3D software can be recorded as video tutorial by using a special software [20]. Thus, the screencast video helped to reduce user's cognitive load [25].…”

Section: Introductionmentioning

confidence: 99%

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Experts and designated users evaluations on visual tools screencast SketchUp Make (ViToS-SUM)

Yahya¹,

Kassymova²,

Murtafiah³

et al. 2021

P Sci Edu

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The problem and the aim of the study. Students at secondary school are facing problems in learning Mathematics for topic Geometry. The purpose of this study is to examine the validity of a learning strategy for 3-dimensional Geometry, using Visual Tools Screencast SketchUp Make, called ViToS-SUM. Research methods. ViToS-SUM consists of four components: level of van Hiele geometrical thinking, visual spatial skills, visual tools and video tutorial screencast SketchUp Make. A topic in form 3 mathematics, Plans and Elevations was chosen for this study. The whole process of design and development of ViToS-SUM adopted the five cyclic stages of ADDIE instructional design model. This article addresses the details of the final two stages specifically, implementation and evaluation prior to pilot test. Twelve students from a secondary school and three experts involved in this study. Quantitative approaches were used to collect data as well as to analyse the experts’ and students’ views on the appropriateness of ViToS-SUM. Results. The experts agreed that both visual spatial skills (mean = 5.00) and level of van Hiele geometrical thinking (mean = 4.61) should be embedded in ViToS-SUM. Moreover, the experts also agreed that the content of ViToS-SUM is suitable (mean = 4.51) with the mathematics content for topic Plans and Elevations. The pre and post test showed that there were significant differences in mean scores of visual spatial skills, before and after learning via ViToS-SUM (t=12.21; p<0.05). Furthermore, the pre and posttest also revealed that there is a significant difference in students’ level of van Hiele geometrical thinking before and after intervention (Z =-3.18; p < 0.05). Thus, ViToS-SUM had supported most of students in constructing concepts of Geometry. Meanwhile, the findings revealed that all experts agreed that ViToS-SUM served as pedagogical learning strategy for Geometry. Conclusion. This learning strategy should be integrated in the mathematics curricular for secondary schools to increase students’ performance in Geometry. Training is needed for teachers in order to deliver the concepts of Geometry effectively using this mode of teaching. More computer facilities should be equipped to schools in order to encourage teachers and students to utilize technology in teaching and learning.

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Section: Stage Isupporting

confidence: 85%

Section: Video Tutorial Screencast Sketchup Make (Vts-sum)mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Experts and designated users evaluations on visual tools screencast SketchUp Make (ViToS-SUM)

Yahya¹,

Kassymova²,

Murtafiah³

et al. 2021

P Sci Edu

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show abstract

“…The 3D blocks represent concrete manipulative object (non-digital) and SketchUp Make is the dynamic Geometrical Software (DGS) that researchers have selected for this study. DGS provides visual tools to students when learning Geometry [14], [23], [27], [28]. However, some students do not remember all the steps in using the tools [29].…”

Section: Visualization Techniquesmentioning

confidence: 99%

Effects of Visual Learning Geometry Kits (VLGeo-Kits) on Students’ Level of Geometrical Thinking

Yahya¹,

Kurniawan²,

Shamsuddin³

et al. 2022

Proceedings of the 2nd International Conference on Education and Technology (ICETECH 2021)

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Students' poor performance in Geometry is due to their problem in visualizing. Therefore, teaching strategy for Geometry should be embedded with visualization techniques. Visual learning Geometry Kits also known as VLGeo-Kits, is a teaching approach that consists of 3-Dimension blocks, screencast video and SketchUp Make. The purpose of this study is to investigate the effects of VLGeo-Kits in developing students' performance in Geometry for topic Plans and Elevations. This study was conducted using a quasi-experimental single group pre-post-test which was employed for five weeks. A total of 54 form three students were involved in this study. Van Hiele Geometrical Thinking (vHGT) test was given to the samples before and after their learning using VLGeo-Kits. The findings showed very positive development in geometry thinking after learning using VLGeo-Kits. It was found that, none of the samples was at visualization level and majority of the students (59.3%) were at informal deductive level. The finding indicated that the students' level of vHGT after learning using VLGeo-Kits was higher as compared to without using VLGeo-Kits. In addition, Z obtained with p-value was -5.982 proving there was a significant difference in students' level of vHGT test before and after learning using VLGeo-Kits. In conclusion, the findings showed that VLGeo-Kits had succeeded in enhancing students' level of geometrical thinking. Hence, this teaching approach should be implemented in the curricular of mathematics for secondary school.

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Comparative Analysis of AutoCAD Screencasts Applied to Technical Drawing for Online Teaching

de Almeida,

Baratto

2022

Springer Series in Design and Innovation

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Integrating student-made screencasts into computer-aided design education

Cited by 5 publications

References 7 publications

Experts and designated users evaluations on visual tools screencast SketchUp Make (ViToS-SUM)

Experts and designated users evaluations on visual tools screencast SketchUp Make (ViToS-SUM)

Effects of Visual Learning Geometry Kits (VLGeo-Kits) on Students’ Level of Geometrical Thinking

Comparative Analysis of AutoCAD Screencasts Applied to Technical Drawing for Online Teaching

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