TY - JOUR
T1 - Observations of achievement and motivation in using cloud computing driven CAD
T2 - Comparison of college students with high school and vocational high school backgrounds
AU - Jou, Min
AU - Wang, Jingying
N1 - Publisher Copyright:
© 2012 Elsevier Ltd. All rights reserved.
PY - 2013/3
Y1 - 2013/3
N2 - 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.
AB - 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.
KW - Academic performance
KW - Cloud computing
KW - Computer-aided design
KW - Motivation
KW - Technology Acceptance Model (TAM)
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U2 - 10.1016/j.chb.2012.08.001
DO - 10.1016/j.chb.2012.08.001
M3 - Article
AN - SCOPUS:84866511690
SN - 0747-5632
VL - 29
SP - 364
EP - 369
JO - Computers in Human Behavior
JF - Computers in Human Behavior
IS - 2
ER -