Mediation Effect of Social Network in Learning CAD

  • 黃 教益

Student thesis: Doctoral Thesis


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 four constraint conditions (N=129 Chronbach’s ?=0 68~0 78) which were under the same teacher 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 the two-level growth model Our study found motivation could also be used to longitudinally predict the performance in a CAD learning situation Performance and SN are shown to be significantly increasing over the entire learning process However the mediation effect of SN only takes effect at the beginning of learning and its longitudinal effect is left for future study
Date of Award2014 Jul 22
Original languageEnglish
SupervisorShiann-Far Kung (Supervisor)

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