TDEG based framework and tools for innovation in teaching technical drawing: The example of LaMoo project

Villa, Valerio; Motyl, Barbara; Paderno, Diego; Baronio, Gabriele

doi:10.1002/cae.22022

Cited by 11 publications

(8 citation statements)

References 28 publications

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“…The ever-increasing number of new software/Add-Ins available for Moodle is indicative of the interest of software developers and researchers to improve the useability of Moodle for online teaching and education. Course developers utilise plug-ins to assist with automatic essay marking, randomising questions, and identifying ineffective questions (Koneru, 2017 ; Schweighofer et al, 2019 ; Villa et al, 2018 ). Table 7 lists several software applications that can be integrated into LMSs and, in particular, Moodle.…”

Section: Resultsmentioning

confidence: 99%

“…Marking and feedback Four percent of reviewed articles focused on improving and streamlining the marking and feedback processes for both students and teachers. These Page 14 of 24 Gamage et al International Journal of STEM Education (2022) 9:9 studies indicate that online marking systems associated with Moodle lower the long-term costs, increase the speed of providing feedback, provide greater flexibility with respect to location and timing and reduce the space required to manage the assessment process (García López & García Mazarío, 2016;Koneru, 2017;Villa et al, 2018). A study with 57 academics conducted at Monash University, Australia, highlighted Moodle's reliability, and improved impartiality of the assessment process (George-Williams et al, 2019).…”

Section: Theme 4: Assessmentmentioning

confidence: 99%

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A systematic review on trends in using Moodle for teaching and learning

2022

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Background The Moodle Learning Management System (LMS) is widely used in online teaching and learning, especially in STEM education. However, educational research on using Moodle is scattered throughout the literature. Therefore, this review aims to summarise this research to assist three sets of stakeholders—educators, researchers, and software developers. It identifies: (a) how and where Moodle has been adopted; (b) what the concerns, trends, and gaps are to lead future research and software development; and (c) innovative and effective methods for improving online teaching and learning. The review used the 4-step PRISMA-P process to identify 155 suitable journal articles from 104 journals in 55 countries published from January 2015 to June 2021. The database search was conducted with Scopus and Web of Science. Insights into the educational use of Moodle were determined through bibliometric analysis with Vosviewer outputs and thematic analysis. Results This review shows that Moodle is mainly used within University STEM disciplines and effectively improves student performance, satisfaction, and engagement. Moodle is increasingly being used as a platform for adaptive and collaborative learning and used to improve online assessments. The use of Moodle is developing rapidly to address academic integrity, ethics, and security issues to enhance speed and navigation, and incorporate artificial intelligence. Conclusion More qualitative research is required on the use of Moodle, particularly investigating educators’ perspectives. Further research is also needed on the use of Moodle in non-STEM and non-tertiary disciplines. Further studies need to incorporate educational theories when designing courses using the Moodle platform.

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Section: Resultsmentioning

confidence: 99%

Section: Theme 4: Assessmentmentioning

confidence: 99%

A systematic review on trends in using Moodle for teaching and learning

2022

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“…However, in the educational fields of technical and engineering drawing, our results are in agreement with those found in the literature (Ayala-Alvarez et al 2017), since, in a 5-point Likert scale, the respondents showed a high mean score (M = 3.80; SD = 1.14) regarding the innovative resource's usefulness. According to Villa et al (2018), students tend to have difficulties in understanding the 3D shape of objects starting from their two-dimensional representations, concerning their spatial vision. However, in this study, the mean score of the participants about their own assessment of spatial vision was as follows: 3.00 (SD = 1.08) for masters' degree students, 3.22 (SD = 1.09) for undergraduate students and 2.70 (SD = 0.98) for tutorial students.…”

Section: Discussionmentioning

confidence: 99%

Preliminary results of the impact of 3D-visualization resources in the area of graphic expression on the motivation of university students

Triviño-Tarradas

Mohedo-Gatón²,

Fernández

et al. 2021

Virtual Reality

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Augmented reality and virtual reality are innovative technologies applied to the area of graphic expression with increasing influence on the teaching–learning process. Although these innovative resources enable new forms of teaching, it remains unclear how these artificial applications can impact students’ motivation. The aim of this paper was to evaluate how virtual exercises increase the motivation level in different typologies of university students. The sample was composed of graduate (master’s degree) and undergraduate students (three engineering degrees) of the University of Cordoba. These tools were available to students through four devices: mobile phones, tablets, computers and virtual reality goggles. The motivation of the students was evaluated through the modified Instructional Materials Motivation Survey by the attention, relevance, confidence and satisfaction motivational model. The results obtained through a 5-point Likert scale showed that these innovative resources significantly improved the students’ motivation level, especially concerning the ‘relevance’ aspect (M = 4.01; SD = 0.98). The virtual resources also increased the understanding of the exercises and their spatial vision (M = 3.80; SD = 1.14). Of the total sample, 63.83% students considered the virtual reality goggles as the most suitable device to visualize graphic expression exercises.

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“…This work is part of a research aimed at improving teaching and learning of technical drawing (TD) for BS courses in Engineering. As mentioned in previous works [1][2][3][4][5], the Universities of Brescia, Udine and Cassino and Southern Lazio have been collaborating on these themes since 2014. In this paper, the authors analyze the results of questionnaires proposed to first years students in Industrial or Mechanical Engineering during the academic year 2016-2017.…”

Section: Introductionmentioning

confidence: 91%

Investigating Students’ Perception on the Outcomes of Technical Drawing University Courses

Motyl

Filippi

Baronio

et al. 2021

Lecture Notes in Mechanical Engineering

Self Cite

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This paper presents the results of a survey carried out with students enrolled in the first two years of the BS in Engineering at three Italian university locations. The study is part of a wider range of methods, tools and aids for the improvement of teaching and learning of technical drawing at university level developed by the University of Brescia, Udine, and Cassino and Southern Lazio. In particular, this work analyses the results of questionnaires related to the basic technical drawing outcomes, taking inspiration from previous research work in this field. What emerges is a positive picture that shows students’ interest in 3D CAD modeling topics such as part or assembly construction, but also their interest in more traditional subjects like sketching and dimensioning.

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TDEG based framework and tools for innovation in teaching technical drawing: The example of LaMoo project

Cited by 11 publications

References 28 publications

A systematic review on trends in using Moodle for teaching and learning

A systematic review on trends in using Moodle for teaching and learning

Preliminary results of the impact of 3D-visualization resources in the area of graphic expression on the motivation of university students

Investigating Students’ Perception on the Outcomes of Technical Drawing University Courses

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