2026-04-29T09:27:05Zhttps://riubu.ubu.es/oai/request

oai:riubu.ubu.es:10259/46522021-11-10T09:53:34Zcom_10259_4635com_10259_4634com_10259.4_106com_10259_2604col_10259_4636

Learning CAD at university through summaries of the rules of design intent Ramos Barbero, Basilio Melgosa Pedrosa, Carlos Zamora Samperio, Raúl Strategic knowledge 3D CAD learning Reuse and alteration of the CAD model Design intent 3D design rules Enseñanza superior Education, Higher The ease with which 3D CAD models may be modified and reused are two key aspects that improve the design-intent variable and that can significantly shorten the development timelines of a product. A set of rules are gathered from various authors that take different 3D modelling strategies into account. These rules are then applied to CAD strategic-knowledge learning methodology and included in 3D CAD modelling exercises for students following the degree in mechanical engineering at the University of Burgos (Spain). The experiment was conducted in two groups with a total of 75 students. The design-intent rules were introduced in the different exercises that the teacher explained in both the theoretical and the practical classes. In addition, a summary of the different design rules in each of the practical exercises was explained in the practical classes in only one of the groups. The experimental results, reported in this paper, tested the influence of these summaries on overall improvements in 3D modelling and on the design-intent variable, which is subdivided into four sections: skeleton, structures, alterations and constraints. The use of the summaries of the design intent rules led to statistically significant improvements in 3D modelling in the experimental group, in comparison with the group of students to whom those summaries were not explained. 2017-10-27T08:06:12Z 2018-09-01T02:45:06Z 2017-09 info:eu-repo/semantics/article info:eu-repo/semantics/acceptedVersion 0957-7572 http://hdl.handle.net/10259/4652 10.1007/s10798-016-9358-z eng International journal of technology and design education. 2017, V. 27, n. 3, p. 481–498 https://doi.org/10.1007/s10798-016-9358-z info:eu-repo/semantics/openAccess application/pdf Springer