||Considering overall vision a perspective drawing displays the three-dimensional image of an object by means of a 2D presentation wherein the object has its shape better expressed and it looks more stereoscopic through proper use of the light, shade and shadows. Hence, a good grasp of light-shadow notions is of vital importance. Teachers may help students gain an insight into the basics of perspective drawings as well as light-shadow notions and apply the acquired knowledge to the conveying of their design concepts.
During a conventional lesson on light-shadow perspective drawing, the limits of teaching tools account for the difficulty in the teacher’s drawing and narrating repeatedly, keeping pictures clean and neat, showing the correlation and interaction between a light source and shade/shadows, and teaching students one by one and repeatedly; as a result, the students find the learning process complicated and thus cannot understand the lesson clearly or fail to draw correctly, and in consequence they are reluctant to engage in repetitious learning. Making good use of the advantages of computers, this study investigates the teaching problems that occur in practice, using a preliminary questionnaire; this, coupled with a review of related literature, enables the formulation of the principles for designing the present computer assisted instruction (CAI) and thereby the devising of the CAI software required for teaching the basics of light-shadow perspective drawing, with a view to providing teaching aids for teachers, helping students understand the variations between a light source and an object, and mastering the methods for drawing shade and shadows.
The experiment consisted of two parts intended for beginners and experienced subjects respectively. The beginners helped explain how CAI students’ homework performance differed from their conventional teaching counterparts’. Through the experienced subjects, the researcher gained an insight into the discrepancy between books and the CAI software regarding test performance on recollection. This research involved using statistical methods like descriptive statistical analysis, two-way ANOVA, LSD, and t-test, etc. The result of the experiment indicates that the learning effectiveness of the beginners taught by CAI was greater than that of the beginners taught in a conventional manner, and that those experienced subjects who referred to the CAI software achieved better performance compared to those referred to books.
This research proves that the CAI software for teaching the basics of light-shadow perspective drawing is not only conducive to teachers’ delivering lessons on light-shadow perspective drawing but it also helps students understand the notions of light-shadow perspective drawing and improve their learning. It is expected that more researchers will develop teaching software about industrial design education so as to enhance the quality of industrial design education.