Combining multimedia and self-assessment CAD tools in an interactive web environment to learn engineering drawing

Combining mul imedia and sel -assessmen CAD ools in an in e ac i e web en i onmen o lea n Enginee ing D awing Pablo Pando Ce aa,*, Ja ie G acia Rod ígueza, Humbe o Fe nández Ál a ezb, Be na do Bus o Pa aa a Depa amen o de Cons ucción e Ingenie ía de Fab icación, Uni e sidad de O iedo, Campus De Gijón, Gijón, 33203 As u ias, Spain b Depa amen o de Ingenie ía Eléc ica, Elec ónica, de Compu ado es y Sis emas, Uni e sidad de O iedo, Campus De Gijón, Gijón, 33203 As u ias, Spain *Co esponding au ho E-mail add ess: [email p o ec ed] Telephone numbe : +00-34-985181948 FAX: 00-34-985 182433 Depa amen o de Cons ucción e Ingenie ía de Fab icación Uni e sidad de O iedo, Campus de Gijón Gijón, 33203 As u ias (Spain) Biog aphical no es Pablo Pando Ce a (pandopablo@unio i.es) Pablo Pando Ce a ecei ed his PhD in Indus ial Enginee ing om he Uni e si y o O iedo in 2006, whe e he is cu en ly p o esso o se e al subjec s ela ed o compu e -assis ed design. His cu en esea ch in e es s include compu a ional geome y, medical image analysis, and in e ac i e lea ning en i onmen s, speci ically inno a i e ways o each enginee ing concep s wi h mul imedia so wa e and o imp o e spa ial pe cep ion. Ja ie G acia Rod íguez (g aciaja ie @unio i.es) Ja ie G acia ecei ed his PhD in A chi ec u e om he Uni e si y o Na a a in 2008. He is cu en ly p o esso a Uni e si y o O iedo. His cu en esea ch in e es s include compu a ional geome y, web applica ions and in e ac i e en i onmen s o imp o e eaching o con inuum mechanics by means o i ual labo a o ies o mul imedia so wa e. Humbe o Fe nández Ál a ez ( e nandezhumbe o@unio i.es), Humbe o Fe nández Ál a ez was bo n in O iedo, As u ias (Spain), in Janua y 1989. He ecei ed he Telecommunica ion Enginee ing deg ee in 2014 om he Uni e si y o O iedo (As u ias, Spain). He ecei ed he bes inal deg ee esea ch p ojec awa d in 2015 om Cá ed a Tele ónica and a esea ch g an om he Educa ion and Cul u e O ice o he P incipado de As u ias. Cu en ly, he is wo king on his PhD deg ee in he a ea o signal heo y and communica ions. His esea ch in e es s include me ama e ial abso be s, me asu aces ( equency selec i e su aces, a i icial magne ic conduc o s…), an enna design and p opaga ion, compu a ional elec omagne ics, measu emen echniques and in e ac i e lea ning en i onmen s. Be na do Bus o Pa a ([email protected]) Be na do Bus o Pa a, Mechanical Enginee and PhD (Uni e si y o O iedo, 2015) specializes in in o ma ion sys ems and collabo a i e manu ac u ing en i onmen s. He is an indus y p o essional in echnical depa men s and a oca ional aining ins uc o o echnical d a ing. His cu en esea ch in e es s include he indus ial applica ion o d one echnology, Disc e e Elemen s Me hodology (DEM) and combining SI wi h in e ac i e lea ning en i onmen s. Acknowledgmen s The au ho s would like o acknowledge he suppo om he S a is ical Consul ing Uni and om he Scien i ic and Technical Se ices o Uni e si y o O iedo. Combining mul imedia and sel -assessmen CAD ools in an in e ac i e web en i onmen o lea n Enginee ing D awing In e ac i e Web En i onmen s and mul imedia ools a e e y common in enginee ing s udies. Howe e , when he subjec o be s udied equi es g aphic esolu ion o i s lea ning, he use o his ype o esou ces is e y limi ed. A lea ning en i onmen ha combines ideo and sel -assessmen CAD (Compu e - Aided Design) ools was de eloped o analyse his p oblem and o de e mine i he combined use o hese wo ools may be impo an in lea ning hese subjec s. A compa a i e s udy o 124 enginee ing s uden s was ca ied ou . They we e andomly assigned in o h ee g oups: G oup-A using only adi ional ools, G oup-B using adi ional ools and CAD ools and G oup-C using adi ional ools, CAD ools and ideo aining. The s a is ical analysis o he esul s showed ha a g ea e numbe o s uden s o G oup-C passed he es and imp o ed hei sco es. The e o e, he combined use o hese wo ypes o esou ces can be an impo an aid in he s udy o subjec s equi ing g aphic ools o hei lea ning. Keywo ds: in e ac i e lea ning en i onmen s; e alua ion o CAL sys ems; Enginee ing D awing; compu e aided assessmen ; media in educa ion In oduc ion E-lea ning en i onmen s ha e become qui e popula because hey inc ease s uden mo i a ion and allow eache s o cus omise con en o each s uden . In his ein, s uden s choose wha , when, and whe e o lea n (Ding, Xiong, & Liu, 2015). The e o e, e-lea ning is a less expensi e en i onmen han con en ional ones because i does no need physical class ooms p epa ed o a speci ic subjec . Mo eo e , as s a ed by Blackbu n (2017), i is common o “inco po a e mul imedia elemen s and in e ac i e p ope ies ha p o ide imp o ed educa ional expe iences ha p epa e s uden s o he digi al age.” E-lea ning en i onmen s ha e p o en hemsel es as e ec i e eaching ools in a eas such as in o ma ics and enginee ing (Hamada, & Hassan, 2017). Howe e , when he subjec equi es he use o g aphical me hods o sol e exe cises, hese en i onmen s a e qui e limi ed. This is he case o enginee ing d awing, a adi ional subjec which can no be qui e popula among s uden s. I equi es new, inno a i e ools and me hodologies o imp o e he lea ning expe ience. In his ega d, Min and Xu (2015) claims ha “we ha e o sol e he p oblem o how o explo e a se o p ac ical e ec i e eaching me hods, which can no only inhe i he adi ional essence o an enginee ing d awing cou se, bu also cul i a e s uden s' inno a ion abili y.” In many cases, e-lea ning en i onmen s o enginee ing d awing a e con en ional cou ses wi h he addi ion o a s anda d e-lea ning ool a ailable on he Web. Howe e , o en hese ools ha e no been de eloped speci ically o ha subjec ; as a esul , s uden in e ac ion wi h he e-lea ning pla o m is low. Sel -s udy is based only on pd class no es, ideo u o ials, ein o cemen simula ions, and lea ning suppo . Howe e , his ype o subjec s equi es mo e; i equi es “ac i e lea ning.” This e m was de ined by Bonwell and Eison (1991) as “any hing ha in ol es s uden s in doing hings and hinking abou he hings hey a e doing”. E-lea ning en i onmen s o subjec s which equi e g aphic me hods o sol ing exe cises a e also qui e limi ed when e alua ing s uden s wo k. In gene al, sel - assessmen is educed o mul iple choice es s, essay exams, o uploaded homewo k assignmen s (He ia achchi, Hue as, & Mo , 2015). Howe e , none o hem has p o en i sel as an e ec i e solu ion when he p oblem-sol ing p ocess equi es g aphical me hods. In his sense, Rod iguez, Diaz and Ca iegos (2014) claim ha o “c ea e Moodle ques ionnai es in d awing subjec s is challenging, as p oblems a e sol ed in a g aphic manne .” The e o e, in cu en e-lea ning en i onmen s, eache pa icipa ion is high because hey can con inually moni o s uden lea ning p ocess by means o s uden homewo k e alua ion. Mo eo e , i he numbe o s uden s is high, he ime he eache will spend on each s uden is educed, and he lea ning p ocess is comp omised. The e o e, how can a s uden know i he exe cises assigned ha e been co ec ly sol ed? As men ioned be o e, cu en e-lea ning en i onmen s do no p o ide any speci ic ool o sel -assessmen o g aphical exe cises. Online ideos a e also a powe ul ool when used as a complemen o he lea ning p ocess. Thei main pu pose is o p o ide clea explana ions o undamen al concep s o he subjec . They ha e been suppo ed by many au ho s (Giannakos, Jacche i, & K ogs ie, 2016; Wang, 2016; Ve dú, Pelayo G-Bus elo, Ma ínez-Sánchez, & Gonzalez-C espo, 2017). In he same ein, Onime, Uhomoibhi and Ieee (2013) s udy he impac o online ideos in enginee ing educa ion and conclude ha hey a e use ul lea ning esou ces bo h inside and ou side he class oom. Rega ding enginee ing d awing o any o he subjec which equi es g aphical sol ing me hods, online ideos ha e p o en hemsel es as an e ec i e ool o explaining he s eps equi ed o sol e an exe cise and o lea n how o apply a speci ic g aphic me hodology. Howe e , he e is no ag eemen ega ding whe he a s uden who wa ches a ideo he will lea n how o sol e he exe cise. This esea ch emphasises he bene i o mul imedia esou ces combined wi h sel -assessmen CAD ools in in e ac i e lea ning en i onmen s. Pu pose o he s udy Al hough ideo esou ces on e-lea ning en i onmen s a e no a no el concep , combining hem wi h sel -assessmen g aphical ools is a new one. The bene i s o his combina ion ha e no been s udied in de ail be o e. This esea ch s udies his combina ion and how o in eg a e hese ools in he eaching-lea ning p ocess o subjec s which equi es in e ac i e g aphic ools o hei s udy. The e o e, his pape wan s o answe he ollowing ques ion: Does he combina ion o ideo and sel -assessmen Compu e -Aided Design (CAD) ools imp o e he eaching-lea ning p ocess o enginee ing d awing? Rela ed wo ks The use o adi ional me hods o s udy (mas e classes, heo e ical documen s, e c.) combined wi h he use o CAD applica ions is common in subjec s which equi e g aphical sol ing me hods (Ma in-Gu ie ez, T ujillo, & Acos a-Gonzalez, 2013). Howe e , s udies such as he one conduc ed by Tsuei and Lai (2015) ha e demons a ed he posi i e e ec s o an online enginee ing d awing pla o m o lea ning his subjec . Teache s who equi e en i onmen s o ende ing g aphical models o en eso o pla o ms such as Moodle, bu he g ea majo i y o hese pla o ms a e no p epa ed o eaching his ype o subjec . O he eache s ha e eso ed o in e ac i e g aphical en i onmen s as suppo ools o g aphic isualisa ion (And aphano a, 2015). Some o hem ha e gone one s ep u he by inco po a ing au oma ic easoning ools as a complemen o he lea ning p ocess (Abanades, Bo ana, Ko acs, Recio, & Solyom-Gecse, 2016). Howe e , in mos cases, in e ac ion is educed o changing he iew and he analysis o he dimensions and p ope ies o he model. Fu he mo e, hese in e ac i e g aphical en i onmen s ypically do no allow s uden s o ep esen he exe cise and much less conduc a sel - assessmen . Addi ional ools used in e-lea ning en i onmen s a e augmen ed eali y (Gu ie ez de Ra e, Jimenez-Ho ne o, A iza-Villa e de, & Taguas-Ruiz, 2016), i ual eali y (Gi bacia, Be a u, Talaba, & Mogan, 2012) o e en bo h (Ma in-Gu ie ez, Ga cia-Dominguez, Sanjuan-He nanpe ez, Roca-Gonzalez, & Rome o-Mayo al, 2015). Howe e , hese echnologies allow a s uden o isualise con en s, in e ac wi h hem o e en emula e hei beha iou , bu o en hese echnologies s ill do no allow one o d aw, design, o gene a e new con en s and sel -assessmen s o exe cises. The e a e many e-lea ning en i onmen s whe e g aphic ende ing plays a p ominen ole in he eaching-lea ning p ocess. In some cases, g aphic ende ing ea u es a e used o imp o e spa ial isualisa ion skills (Ped osa, Ba be o, & Miguel, 2014). Van den Einde, Delson and Asee (2014) in oduce ouch sc eens o a sel - guided lea ning p ocess. In o he cases, g aphic ende ing was used o ep esen and simula e mechanisms (H en, 2010) o elec ical schemes (de Jesus Rami ez-Rojas, & A iles-C uz, 2016). In e ac i e isualisa ion ools ha e also been de eloped as a complemen o Lea ning Managemen Sys ems (LMS) (e.g., Kuosa e al, 2016). Howe e , his ype o en i onmen o en ails o p o ide ools o sel -assessmen and o in e ac i e g aphical sol ing o exe cises. I we ocus on he wo ypes o ools selec ed in his a icle, we ind ewe s udies which add ess imp o ing he ins uc ion o enginee ing d awing. In he case o ools o e ise g aphical exe cises, we can poin o De la To e, Sao in, Con e o, Do ibo-Camba and Ieee (2013). This esea ch p esen s an in e ac i e ool ha combines heo e ical con en s wi h ske ching ools. Howe e , assessmen o emailed homewo k is done manually by a eache . Fu he mo e, in mos cases hey eso o well-known e-lea ning pla o ms whose sel -assessmen ools a e no p epa ed o e ise exe cises ha need a g aphical esolu ion. P e ious esea ches by he au ho s o his pape p oposed some ools o assess s uden s’ wo ks, ob aining qui e in e es ing esul s (Ce a, Penin, Mo ales, & Ga ido, 2011; Ce a e al, 2014). Resea ches done by Ba onio, Mo yl and Pade no (2016) and Spe anza, e al (2017) a e also ema kable; hey de eloped sel -lea ning ools o help s uden s o unde s and undamen al concep s o enginee ing d awing. As s a ed by Khan (2012), “educa o s ha e shown ha sho , 5-15 minu e ideos a e op imally sui ed o he a en ion e en ion o s uden s.” Mul imedia ools and ideos in enginee ing d awing a e equen ly used only o suppo heo e ical con en s o he subjec . Ne e heless, hey ha e ecen ly been used in some in e es ing ways. Akh a , Wa bu on, Xu, and Ieee (2013) ha e combined in e ac i e mul imedia en i onmen wi h ideos and s uden men o ing ools o imp o e compu e -aided d awing lea ning. Camba, Con e o, and Sal ado -He anz (2014) ha e used ideocon e ences o suppo de elopmen o CAD models in a collabo a i e wo kspace. Finally, Se ano e al (2014) combine ideo and ske ching ools in indus ial design eaching-lea ning p ocess. Howe e , no esea ch has been ound which combines bo h ools, ideo and g aphical sel -lea ning ools, wi hin he scope o enginee ing aining and, mo e speci ically, in enginee ing d awing, excep in he esea ch conduc ed by Ba onio, Mo yl and Pade no (2016). Ne e heless, in his s udy s uden s do no ha e ools o in e ac i ely ske ch and sel -assess exe cises. The p oposal o his a icle is o go a s ep beyond he cu en ends o inno a i e eaching-lea ning me hodologies in enginee ing d awing and analyse he bene i s o combining bo h ools, ools ha a e no usually combined o his subjec . Ma e ial and me hods Pa icipan s One hund ed and wen y- ou s uden s om he class “Enginee ing D awing,” which is an in oduc o y cou se o he indus ial enginee ing deg ee, pa icipa ed in his s udy du ing he 2016-2017 academic yea . They we e andomly assigned o h ee g oups (Table 1):  G oup-A (G A): s uden s ha used adi ional ools (pd s, pape , pencil, e c.) o lea n he subjec .  G oup-B (G B): s uden s ha used adi ional ools and a sel -lea ning CAD ool o ain hemsel es.  G oup-C (G C): s uden s ha used adi ional ools, a sel -lea ning CAD ool, and aining ideos. G oup Male(M) Female(F) M+F Desc ip ion G A 42 8 50 T ad. ools G B 20 12 32 T ad. ools + sel -assessmen CAD G C 36 6 42 T ad. ools + sel -assessmen CAD + Video T aining To al 124 Table 1. Dis ibu ion o g oups. Sel -assessmen lea ning en i onmen The au ho s o his pape ha e de eloped an in e ac i e web-lea ning ool called DIBUTEC. This ool imp o es he lea ning p ocess o subjec s wi h high dependency on g aphical sol ing me hods. I is a mul i-de ice and c oss-pla o m web applica ion de eloped wi h HTML5. DIBUTEC in eg a es an online 2D CAD module o ske ch d awings like in simila desk op CAD applica ions. The CAD module has he usual ools in his ype o applica ions ( isualisa ion and pan, d awing and edi ing o en i ies, e e ences o objec s, e c.). I also ea u es esponsi e design, in e aces au oma ically, and esizes i sel o i on any de ice. Howe e , i has a huge ad an age o e o he CAD applica ions: a sel -assessmen module. This module e alua es a p oposed esponse and Figu e 6. The sco es o he p e ious es . Fi s , he PRE-SCORE a iable was examined o de e mine i i s beha iou di e s acco ding o he di e en le els o he GROUP a iable (Figu e 6). I was necessa y o conside in ad ance i his a iable sa is ies he hypo hesis o no mali y and he hypo hesis o homogenei y o a iance. The hypo hesis o no mali y was ejec ed o all he beha iou s wi hin he GROUP a iable (Shapi o-Wilk es : G A p- alue=0.022 < 0.05; G B p- alue=0.023 < 0.05; G C p- alue=0.022 < 0.05). Howe e , due o he sample size, a homogenei y o a iance was accep ed (Ba le es , p- alue=0.679 > 0.05). A e comple ing he p elimina y analysis, he di e ence be ween he a e ages o he PRE-SCORE a iable wi h espec o he GROUP a iable was analysed (Table 4). The conclusion was ha he e we e no signi ican di e ences be ween he a iables being es ed (ANOVA es , p- alue = 0.434 > 0.05). The e o e, he hypo hesis “ he e is no di e ence be ween he a e ages o he p e ious sco es” was no ejec ed, alida ing he homogenei y o a iance es ablished o his esea ch. G oup Numbe o samples A e age Median S d. de ia ion G A 50 6.42 6.25 1.94 G B 32 5.82 5.62 2.24 G C 42 6.16 6.25 2.07 Table 4. Resul s o he PRE-SCORE a iable by g oup. The esul s ob ained om he pos - es a e shown in Table 5 and Figu e 7. The Shapi o-Wilk and Ba le es we e again applied o he POST-SCORE a iable. Acco ding o his, i was concluded ha he hypo hesis o no mali y was no ejec ed (G A p- alue=0.15 > 0.05; G B p- alue=0.44 > 0.05; G C, p- alue=0.1 > 0.05). The hypo hesis o homogenei y o a iance was no ejec ed ei he (p- alue = 0.67 > 0.05). G oup A e age Median S d. de ia ion G A 5.55 5.65 1.92 G B 5.70 5.95 1.99 G C 6.54 7.00 1.73 Table 5. Resul s o he POST-SCORE a iable by g oup. Figu e 7. Dis ibu ion o s uden s by pos - es sco es. A e ha , he POST-SCORE a iable was s udied in de ail o check i he beha iou o his a iable di e ed wi h espec o o he le els o he GROUP a iable (Figu e 8). By applying an ANOVA es , a p- alue=0.03<0.05 was ob ained. Acco ding o he da a esul s, he equal a e ages in he h ee g oups we e no accep ed, and so a s a is ically signi ican di e ence be ween esul s exis s. Figu e 8. The ela ion be ween he POST-SCORE and GROUP a iables. In addi ion, he Tukey es indica es ha in some pai s o le els he e a e signi ican di e ences be ween hem. I o de ed by o de o signi icance, he ollowing p io i y esul s: C and A (p- alue = 0.03 < 0.05). In con as , he e we e no di e ences be ween he ollowing le els: C and B (p- alue = 0.14 > 0.05) and B and A (p- alue = 0.93 > 0.05), espec i ely. Finally, he Pea son co ela ion es was ca ied ou o s udy he ela ionship be ween he PRE-SCORE and POST-SCORE a iable o each o he g oups. The co ela ion coe icien and he signi icance ob ained a e shown in Table 6. I ob ains a signi ican posi i e ela ion in all cases - a highe p e ious highe ma k and a lowe p e ious ma k lowe g ade ob ained. G oup Co ela ion coe icien ( ) p- alue G A 0.712 <0.001 G B 0.674 <0.001 G C 0.416 0.006 Table 6. The co ela ion coe icien s be ween PRE-SCORE and POST-SCORE a iables. Discussion F om he p ima y esul s, s uden s om G C ( adi ional way plus DIBUTEC and ideos) achie ed he bes sco es in he inal es (a e age sco e o 6.54 poin s). This esul is e en mo e in e es ing i i is compa ed wi h he o he wo g oups. Nei he G A ( adi ional way) no G B ( adi ional way and DIBUTEC) each six poin s o he a e age sco e. Also di e ences be ween a e ages a e signi ican , 0.84 poin s wi h espec o G B and 0.99 wi h espec o G A. The e is a sub le imp o emen o G B wi h espec o G A; ne e heless, his imp o emen is e en be e when combined wi h aining ideos, as shown by G C. I we ocus on inal es pass a es, he esul s a e qui e simila . The pass a e o G C is 88%. Only 5 ou o 42 s uden s did no pass he inal es , while a es o G A and G B a e 74 % and 71% espec i ely. To comple e he analysis, s uden ’s e olu ion om he beginning o he cou se is s udied. S uden s om G A ha e he bes backg ound on he subjec (6.43 poin s a e age sco e on ini ial es ), ollowed by G C (6.16 poin s) and hen G B (5.82 poin s). Al hough he con en s o he ini ial and inal es s a e no compa able, i is ema kable ha he only g oup ha has imp o ed esul s, ul ima ely, he one who has e ol ed bes , was G C. Ne e heless, i should be men ioned ha s uden s om G B had he wo s backg ound on he subjec , ye e en hey we e able o imp o e mo e han s uden s om G A. The e o e, in iew o he p e ious esul s, i can be s a ed ha he g oup which combined adi ional lec u es wi h sel -lea ning ools and aining ideos achie ed he bes inal sco es, he bes a e o pass es s, and he bes imp o emen wi h espec o ini ial backg ound. As he unique di e ence be ween g oups was he eaching me hodology applied, i can be concluded ha combina ion o a sel -assessmen CAD ool wi h online aining ideos could be a eason o he imp o emen . Looking u he in o he esul s and i we ocus on he s uden s who passed he inal es , he a e age sco e o s uden s om G C was nea ly se en poin s (6.99), qui e abo e g oup G B (6.68) and G A (6.47). G A was again he g oup wi h wo s esul s. I we ocus on s uden s wi h highe ma ks (Figu e 7), 23 o 37 s uden s om G C go a inal ma k equal o supe io o se en poin s (62% o passing s uden s) agains 43% om G A (16 o 37 s uden s) and 39% om G B (16 o 23 s uden s). Howe e , i is ema kable ha he esul s om G A, who ecei ed a “ adi ional” educa ion, a e sligh ly be e han esul s om G B. Ne e heless, esul s concu wi h he ones s a ed be o e; s uden s om G C did be e han he o he g oups. As s a ed by Hung and Chou (2015), i is e y impo an ha he “shi om being a adi ional passi e class oom lea ne o being an ac i e online inqui e ,” is he a ge o he sel -assessmen ool p esen ed in his esea ch. Mo eo e , i is essen ial ha he lea ning sys em was as luid and in e ac i e as possible. De ini ely, his will bene i s uden s. In ac , esea ch by Wei, Peng and Chou (2015) concluded ha “in e ac i i y has been iewed as playing an essen ial ole in he lea ning p ocess among lea ne s, ins uc o s, and lea ning con en .” Simila conclusions we e p esen ed by Boli a Ba on, Gonzalez C espo, Pascual Espada, and Sanjuan Ma inez (2015). Resul s shown in hese pape s sugges ha he combina ion o sel -g aphic-lea ning ools and aining ideos p o ides solid imp o emen in he enginee ing d awing lea ning expe ience. This combina ion inc eases in e ac ion wi h s uden s and p o ides eal ime eedback. This expe ience is no easy o achie e wi h con en ional lea ning sys ems unless he e is a dedica ed eache cons an ly e alua ing s uden s’ wo k. In many si ua ions, his is imp ac ical because o he numbe o s uden s and he schedules o s uden s and eache s. I we ocus on s uden s’ a i ude owa ds he in eg a ion o new lea ning ools in he lea ning p ocess, he high-le el o sa is ac ion de ec ed ha e been no iced h ough u o ships du ing he academic yea . Time dedica ed by s uden s o s udy he subjec inc eased in he g oup who used DIBUTEC and e en mo e in G C who also used aining ideos. Al hough i is no possible o accu a ely measu e he ime dedica ed by hose s uden s who ecei ed he cou se in a adi ional lec u e o m (we only ha e he esul o he inal es o G A), i is ue ha he numbe o on-si e u o ships and he numbe o ques ions sen by email was bigge o G C (40% mo e in bo h cases). S uden s o G A spen mos o hei on-si e u o ship on checking and co ec ing p oposed exe cises. In cu en e-lea ning en i onmen s, i would be qui e di icul o achie e a le el o s uden wo k e alua ion as high as ha achie ed in his s udy. Addi ionally, as s a ed by Al-Musha a , and Alkha abi (2016) “ he e is inc easing in e es in analysing aluable in o ma ion in educa ional da abases o lea n mo e abou s uden beha io and he ac o s ha ha e an e ec on lea ne s’ pe o mance.” The combina ion o ools p esen ed in his a icle mo i a es s uden , and a he same ime, is a powe ul esou ce o ack he lea ning e olu ion o each s uden . This acking is use ul o bo h he s uden and he eache . Howe e , i is di icul o ge his in o ma ion wi hou p ope ools, especially in subjec s wi h high use o g aphical me hods. The ools used in his pape could sol e his p oblem. On he o he hand, he use o ideos as complemen a y suppo o he lea ning p ocess has been ecognised by s uden s as a e y use ul ool o ecognising o unde s anding in e ac i ely how a ce ain echnique is applied o he esolu ion o an exe cise. In addi ion, he ac ha he ideo playback ool is in eg a ed in o he pla o m was an addi ional ad an age because i p e en ed hem om swi ching be ween applica ions and, in sho , a oided a ce ain sou ce o dis ac ion. S uden s could pause he ideo playback a any ime and con inue he exe cise p ocess wi hou causing discom o o al e ing his ou ine wo k. This was one o he aspec s ha was mos alued by s uden s. They we e accus omed o swi ching hei a en ion be ween wo di e en applica ions, which slowed down he lea ning p ocess and educed s uden s’ mo i a ion. Ano he g ea ad an age o in e ac i e e-lea ning en i onmen s is he ease o cus omising con en o each s uden . Resea ch p esen ed by Jose Fab egas-Ruesgas, He nandez-Abad, He nandez-Abad and Rojas-Sola (2015) e e ed o he need “ o adap he lea ning- eaching model o he p o ile o he s uden s”. De eloping con en adap ed o a s uden ’s educa ional needs and no o cing he s uden o adap himsel o con en s p o ided could be ano he in e es ing way o imp o ing he cu en lea ning p ocess. Howe e , cus omised con en is ha d o implemen in subjec s which equi e g aphical esolu ion me hods. In he end, mos o he eache s abandon his idea. The in e ac i e en i onmen p esen ed in his a icle, DIBUTEC, has ools o easily cus omise and adap con en s o each s uden . I is impo an o ema k ha he ime equi ed o cus omise con en is mainly in es ed in gene a ing ideos and no so much in p epa ing sel -e alua ion exe cises. Fo his eason, DIBUTEC has been p epa ed, i necessa y, o use ex e nal isual esou ces hos ed on o he pla o ms such as YouTube, Vimeo, e c. In his sense, eache s can ake ad an age o he esou ces o o he au ho s as long as hey ha e he app op ia e pe missions. The wide sp ead o he Massi e Online Open Cou se (MOOC) o sel -lea ning ha we ha e wi nessed in ecen yea s is in undeniable. This ype o cou se has an inc easing educa i e alue. Access o esou ces (documen s o mul imedia) and schedules a e mo e lexible han con en ional lec u es. Howe e , as MOOC a e cu en ly de eloped, lea ning o subjec s which equi e g aphical me hods o sol ing exe cises will be slow and imp ac ical. As men ioned be o e, i will equi e an expe o e alua e s uden wo k. Sel -assessmen ools p o ided by MOOC pla o ms a e no eady o ul il equi emen s o his ype o subjec . The e o e, he sel -assessmen ool p oposed in his pape would be o g ea alue o hese pla o ms. Finally, i is impo an o indica e ha eache suppo was c ucial o he lea ning p ocess and o all he g oups. Howe e , i s suppo was mos c i ical o G A. While o G B and G C he main ask o he eache was o cla i y any doub s ega ding p oposed exe cises, wi h G A he also had o co ec exe cises. The e o e, he me hodology p oposed does no y o subs i u e eache s wi h sel -lea ning in e ac i e ools. They only change hei ole in he lea ning p ocess. Con en ional lec u es a e s ill adequa e o each undamen al concep s, bu hen i s ole becomes mino . This is in line wi h he ole o he eache as p oposed by he Eu opean Highe Educa ion A ea (EHEA). Addi ionally, as men ioned be o e, a eache has access o all o a s uden ’s session eco ds. Wi h his in o ma ion, he eache can conduc pe sonalised ollow-ups wi h each s uden , iden i y he mos challenging concep s, p epa e cus omised ein o cemen asks, and e en mo i a e s uden s o con inue wi h hei lea ning. Conclusion Cu en e-lea ning en i onmen s, such as Blackboa d and Moodle, a e no p epa ed o suppo subjec s which need g aphical assessmen ools. Sel -assessmen ools a e necessa y o au oma ise e alua ion in a p ecise and na ow manne . Howe e , cu en sel -assessmen ools a e no e ec i e, and mos o he ime, he eache mus manually e alua e each exe cise. Nowadays, online ideo is a common eaching and sel -lea ning ool. Howe e , i alone canno gua an ee he lea ning p ocess in subjec s whe e s uden s mus sol e p oblems g aphically. A s uden , a e wa ching a ideo, can y o esol e a simila exe cise, bu un il i is e ised by an expe , he will no know he deg ee o accu acy achie ed o he mis akes made. The esea ch p oposed in his a icle combined a web-based sel -assessmen and aining CAD en i omen wi h ideos o imp o e he lea ning p ocess o subjec s wi h a high dependency on g aphical sol ing me hods. An e-lea ning en i onmen combining bo h ools has been de eloped o iden i y ad an ages and disad an ages o his inno a i e me hodology. Conside ing he esul s achie ed, his me hodology can imp o e he lea ning- eaching p ocess o subjec s such as enginee ing d awing. Mo eo e , i can be used in any subjec wi h high g aphic demands o human-compu e in e ac ion. Addi ionally, his combina ion can spawn posi i e syne gies be ween eache s and s uden s. S uden s can ge eal- ime eedback on hei mis akes wi hou human in e en ion. This is an ou s anding imp o emen as s uden s can ack hei lea ning p ocess and iden i y which ideos a e mo e use ul and which concep s a e ha de o lea n. In he end, his me hodology inc eases s uden mo i a ion.