Let students walk and talk while learning cad: Changing mediation effect of social network behaviors

Chaio I. Huang, Ding Bang Luh, Shiann-Far Kung

Research output: Contribution to journalArticle

Abstract

In our research context, CAD is one of most important courses for students. Viewing expertise in CAD as a requirement for a professional career should motivate students to learn it without hesitation; however, studies show they practice only for examinations or assignments. The reason cited for seldom practicing is frustration with lack of immediate assistance from teachers or mentor classmates when problems are encountered. When use of CAD is required to complete out-of-class assignments, students often ask friends for help. Indeed, student interaction helps them learn CAD, but how that interaction helps them remains unknown. A questionnaire based on Achievement Motivation Theory (AMT) was used in 3 different classes to test the causality between motivation, behavior and performance with three constraint conditions (N=129, Cronbach's α=0.68~0.78), which were during the same period, in the same course, and in the same classroom. Survey items also included students' social networks (SN) while learning CAD. HLM was used to test cross-level mediation and 2-level growth linear model. Our study found motivation could also be used to predict longitudinally the performance in a CAD learning situation. Furthermore, students' SN behaviors significantly have a changing mediation effect. That is why we claim that students should be allowed to walk around and talk to each other while learning CAD in the classroom.

Original languageEnglish
Pages (from-to)27-47
Number of pages21
JournalInternational Journal of Design Education
Volume7
Issue number3
DOIs
Publication statusPublished - 2014 Jan 1

Fingerprint

CAD
mediation
social network
learning
student
motivation theory
achievement motivation
classroom
professional career
learning situation
interaction
linear model
frustration
Mediation
Social Networks
causality
performance
expertise
assistance
Assignment

All Science Journal Classification (ASJC) codes

  • Education
  • Visual Arts and Performing Arts

Cite this

@article{39240fffe9204467945d709873e7fbd1,
title = "Let students walk and talk while learning cad: Changing mediation effect of social network behaviors",
abstract = "In our research context, CAD is one of most important courses for students. Viewing expertise in CAD as a requirement for a professional career should motivate students to learn it without hesitation; however, studies show they practice only for examinations or assignments. The reason cited for seldom practicing is frustration with lack of immediate assistance from teachers or mentor classmates when problems are encountered. When use of CAD is required to complete out-of-class assignments, students often ask friends for help. Indeed, student interaction helps them learn CAD, but how that interaction helps them remains unknown. A questionnaire based on Achievement Motivation Theory (AMT) was used in 3 different classes to test the causality between motivation, behavior and performance with three constraint conditions (N=129, Cronbach's α=0.68~0.78), which were during the same period, in the same course, and in the same classroom. Survey items also included students' social networks (SN) while learning CAD. HLM was used to test cross-level mediation and 2-level growth linear model. Our study found motivation could also be used to predict longitudinally the performance in a CAD learning situation. Furthermore, students' SN behaviors significantly have a changing mediation effect. That is why we claim that students should be allowed to walk around and talk to each other while learning CAD in the classroom.",
author = "Huang, {Chaio I.} and Luh, {Ding Bang} and Shiann-Far Kung",
year = "2014",
month = "1",
day = "1",
doi = "10.18848/2325-128X/CGP/v07i03/38448",
language = "English",
volume = "7",
pages = "27--47",
journal = "International Journal of Design Education",
issn = "2325-128X",
publisher = "Common Ground Publishing",
number = "3",

}

Let students walk and talk while learning cad : Changing mediation effect of social network behaviors. / Huang, Chaio I.; Luh, Ding Bang; Kung, Shiann-Far.

In: International Journal of Design Education, Vol. 7, No. 3, 01.01.2014, p. 27-47.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Let students walk and talk while learning cad

T2 - Changing mediation effect of social network behaviors

AU - Huang, Chaio I.

AU - Luh, Ding Bang

AU - Kung, Shiann-Far

PY - 2014/1/1

Y1 - 2014/1/1

N2 - In our research context, CAD is one of most important courses for students. Viewing expertise in CAD as a requirement for a professional career should motivate students to learn it without hesitation; however, studies show they practice only for examinations or assignments. The reason cited for seldom practicing is frustration with lack of immediate assistance from teachers or mentor classmates when problems are encountered. When use of CAD is required to complete out-of-class assignments, students often ask friends for help. Indeed, student interaction helps them learn CAD, but how that interaction helps them remains unknown. A questionnaire based on Achievement Motivation Theory (AMT) was used in 3 different classes to test the causality between motivation, behavior and performance with three constraint conditions (N=129, Cronbach's α=0.68~0.78), which were during the same period, in the same course, and in the same classroom. Survey items also included students' social networks (SN) while learning CAD. HLM was used to test cross-level mediation and 2-level growth linear model. Our study found motivation could also be used to predict longitudinally the performance in a CAD learning situation. Furthermore, students' SN behaviors significantly have a changing mediation effect. That is why we claim that students should be allowed to walk around and talk to each other while learning CAD in the classroom.

AB - In our research context, CAD is one of most important courses for students. Viewing expertise in CAD as a requirement for a professional career should motivate students to learn it without hesitation; however, studies show they practice only for examinations or assignments. The reason cited for seldom practicing is frustration with lack of immediate assistance from teachers or mentor classmates when problems are encountered. When use of CAD is required to complete out-of-class assignments, students often ask friends for help. Indeed, student interaction helps them learn CAD, but how that interaction helps them remains unknown. A questionnaire based on Achievement Motivation Theory (AMT) was used in 3 different classes to test the causality between motivation, behavior and performance with three constraint conditions (N=129, Cronbach's α=0.68~0.78), which were during the same period, in the same course, and in the same classroom. Survey items also included students' social networks (SN) while learning CAD. HLM was used to test cross-level mediation and 2-level growth linear model. Our study found motivation could also be used to predict longitudinally the performance in a CAD learning situation. Furthermore, students' SN behaviors significantly have a changing mediation effect. That is why we claim that students should be allowed to walk around and talk to each other while learning CAD in the classroom.

UR - http://www.scopus.com/inward/record.url?scp=84904467204&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84904467204&partnerID=8YFLogxK

U2 - 10.18848/2325-128X/CGP/v07i03/38448

DO - 10.18848/2325-128X/CGP/v07i03/38448

M3 - Article

AN - SCOPUS:84904467204

VL - 7

SP - 27

EP - 47

JO - International Journal of Design Education

JF - International Journal of Design Education

SN - 2325-128X

IS - 3

ER -