Date of Graduation

5-2025

Document Type

Thesis

Degree Name

Master of Design in Communication or Design (MDES)

Degree Level

Graduate

Department

Art

Advisor/Mentor

Issa, Nadia

Committee Member

Chioffi, David C.

Second Committee Member

Hapgood, Tom

Keywords

CAD; Education; Gamification; Mediated Learning; Scaffolding; UX/UI

Abstract

Computer-aided Design (CAD) software represents a significant shift from manual and analog design processes to digital workflows, offering substantial utility, accuracy, and productivity benefits. However, CAD software often presents a steep learning curve, particularly for novice users who are new to the software or possess only basic knowledge. Traditional CAD curricula have predominantly focused on technical problem-solving—teaching tools and systems—while often neglecting strategic knowledge that encompasses reflection, planning, and refining, which are essential components of metacognition. Metacognition is crucial for transforming novices into experts who use fewer and more complex commands, employ sophisticated planning, and achieve their goals more efficiently.

This research’s conceptual framework is based on Scaffolding, Gamification, and Self-Awareness theories to realign the learning continuum toward nurturing metacognition through a Responsive User Experience (UX) and User Interface (UI). The framework comprises three interconnected components: Accessibility, Customization, and Awareness. Accessibility reduces cognitive load by removing barriers to understanding, making it easier for novice users to grasp complex concepts and tools. Customization enhances engagement by tailoring user interfaces to individual needs and preferences, making the learning experience more engaging and motivating. Scaffolding Theory supports breaking complex tasks into manageable steps with guided assistance, feedback, instruction, and guidance. Gamification drives behavioral feedback loops through human-computer interactions, enhancing engagement and motivation. Self-awareness theory, particularly Feuerstein’s Mediated Learning Experience (MLE), addresses gaps in metacognition by fostering informed, mindful decision-making. This framework aims to create a collaborative learning environment where teachers, students, and software interact seamlessly to transform novices into experts. Primary research focused on a lesson and a workshop with novice users utilizing UX/UI modifications to existing CAD programs to test theory efficacy. The research was used to develop a toolkit for educators to redesign arts curricula using innovative UX/UI modifications, thereby enhancing learning outcomes with 3D CAD software and 3D printing. This toolkit will be implemented during the University of Arkansas, School of Art’s first annual Arkansas Art Educator ArtLab in June, 2025.

Comments

Complete thesis can be viewed as supplemental file.

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