Learning Theory as Applied to Mechanical CAD Training of Novices

Abstract

Learning associated with mechanical computer-aided design (CAD) poses challenges for both trainers and trainees. This article presents findings that relate to the acquisition of skills in utilizing a modern mechanical CAD tool, Pro/ENGINEER version 2000i², to design models of low complexity. Empirical learning curves were generated and broken into declarative and procedural components, which were analyzed in an attempt to measure how and how fast trainees developed cognitive and motor skills. Results showed that there is an inverse relationship between the amount of improvement in performance time and the number of build features used in building a solid model. If production time is an overriding criterion, then efforts should be focused on teaching CAD trainees how to build mechanical solid models using small number of complex, more time-efficient features.