2026-04-20T04:21:27Zhttps://riubu.ubu.es/oai/request

oai:riubu.ubu.es:10259/50422022-12-20T10:45:51Zcom_10259_4635com_10259_4634com_10259.4_106com_10259_2604col_10259_4636

Ramos Barbero, Basilio 462 500 Melgosa Pedrosa, Carlos 359 500 0000-0003-0183-8721 Castrillo Peña, Gabriel 113 600 2018-12-04T11:38:23Z 2019-09-09T02:45:06Z 2018-09 0954-4828 http://hdl.handle.net/10259/5042 10.1080/09544828.2018.1519183 In CAD modelling, there is no one general standardised teaching-learning methodology. We use the strategic-learning methodology, maintaining design intent, fully aware that it is necessary to modify CAD models for their reuse. Questions concerning the thought processes of students when modelling with CAD and the strategies that they choose that best maintain design intent arise in the course of using the 3D modelling programmes. Our aim here is to determine the importance of adaptive expertise in the results of CAD models and, particularly, in one of its constructs: design intent. To do so, CAD-based experimentation took place over two years with 78 third-year students in the first year and with 53 third-year students in the second year from the subject module of Graphic Engineering, on the Degree in Mechanical Engineering of the University of Burgos (Spain). At the start of the year, the students conducted a survey to measure adaptive expertise. Subsequently, in the first year of experimentation, the students prepared various CAD models and the design intent was evaluated in one of them (a connecting rod or conrod), broken down into the skeleton, the structure, the modifications and the constraints. In the conrod exercise, the students also completed a questionnaire both before and after designing their models, which were analysed to detect the thought processes and the strategies that they had applied. In the second year of experimentation, design intent was incorporated in various exercises at the beginning of the year, in addition to the conrod. The main conclusion is that the correct division of the part into its pieces and adaptive expertise improved the results in relation to design intent in the CAD. KEYWORDS: CAD learning, design intent (DI), adaptive expertise (AE), modification of CAD. application/pdf eng Taylor & Francis Journal of Engineering Design. 2018, V. 29, n. 10, p. 569-595 https://doi.org/10.1080/09544828.2018.1519183 CAD learning design intent (DI) adaptive expertise (AE) modification of CAD Diseño Informática Ingeniería Design Computer science Engineering The importance of adaptive expertise in CAD learning: maintaining design intent info:eu-repo/semantics/article info:eu-repo/semantics/acceptedVersion info:eu-repo/semantics/openAccess THUMBNAIL Ramos-jed_2018.pdf.jpg Ramos-jed_2018.pdf.jpg IM Thumbnail image/jpeg 4186 https://riubu.ubu.es/bitstream/10259/5042/4/Ramos-jed_2018.pdf.jpg 0ccc354474910b8d65300eb3fa5498e1 MD5 4 ORIGINAL Ramos-jed_2018.pdf Ramos-jed_2018.pdf application/pdf 1742511 https://riubu.ubu.es/bitstream/10259/5042/1/Ramos-jed_2018.pdf c7125e724cf52b33c21531cd94431c3b MD5 1 LICENSE license.txt license.txt text/plain; charset=utf-8 999 https://riubu.ubu.es/bitstream/10259/5042/2/license.txt b295bcbce42e2caabeb0c623d3860c06 MD5 2 TEXT Ramos-jed_2018.pdf.txt Ramos-jed_2018.pdf.txt Extracted text text/plain 70265 https://riubu.ubu.es/bitstream/10259/5042/3/Ramos-jed_2018.pdf.txt d53a8b8f9ba8215b97a2e4e0f264b808 MD5 3 10259/5042 oai:riubu.ubu.es:10259/5042 2022-12-20 11:45:51.107 Repositorio Institucional de la Universidad de Burgos bubrep@ubu.es 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