Observations of achievement and motivation in using cloud computing driven CAD

Comparison of college students with high school and vocational high school backgrounds

Min Jou, Jingying Wang

Research output: Contribution to journalArticle

31 Citations (Scopus)

Abstract

Cloud computing technology has matured as it has been integrated with every kind of digitalization processes. It offers numerous advantages for data and software sharing, and thus making the management of complex IT systems much simpler. For education in engineering, cloud computing even provides students with versatile and ubiquitous access to software commonly used in the field without having to step into an actual computer lab. Our study analyzed learning attitudes and academic performances induced by the utilization of resources driven by cloud computing technologies. Comparisons were made between college students with high school and vocational high school backgrounds. One hundred and thirty-two students who took the computer-aided designing (CAD) course participated in the study. Technology Acceptance Model (TAM) was used as the fundamental framework. Open-ended sets of questionnaires were designed to measure academic performance and causal attributions; the results indicated no significant differences in the cognitive domain between the two groups of students, though it is not so in both the psychomotor and the affective domains. College students with vocational high school background appeared to possess higher learning motivation in CAD applications.

Original languageEnglish
Pages (from-to)364-369
Number of pages6
JournalComputers in Human Behavior
Volume29
Issue number2
DOIs
Publication statusPublished - 2013 Mar 1

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Cloud computing
Motivation
Students
Technology
Software
Learning
Information Dissemination
Education
Cloud Computing
High School
College Students
Academic Performance

Keywords

  • Academic performance
  • Cloud computing
  • Computer-aided design
  • Motivation
  • Technology Acceptance Model (TAM)

ASJC Scopus subject areas

  • Arts and Humanities (miscellaneous)
  • Human-Computer Interaction
  • Psychology(all)

Cite this

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