立體電腦輔助設計（以下簡稱3D CAD）廣泛應用在目前的工業產品生產，也是工業設計相關科系學生必備的技能之一，該領域教育訓練之學習評估方法，僅有少數相關研究，而對於偏人文藝術背景之工業設計科系學生之學習模式研究尚缺乏。因此，本研究在於探討3D CAD合適的學習評估方法，以及瞭解設計科系學生之學習模式，研究主要發現有：1.提出之定義尺寸數的敘述性知識學習曲線建立方法，可量測出程序性知識在學習過程中之影響，同時適用於簡單與複雜3D模型之學習分析，也可以應用於進階學習之評估。2.結合建立定義尺寸數的學習評估，應用瑞特（Wright）的學習曲線理論描述學生3D CAD之學習模式，可用以評估學生學習之發展過程，進而安排適當的教學時數，使教學更具經濟性與效率。3.目前主流的參數化、以關聯式特徵為基礎的實體建模軟體之建模原理是相同的，因此本量測與評估方法也適用於其他的軟體。4.工業設計科系學生學習3D CAD相對工程背景學生學習速度較慢。可考慮補充數學基礎、工程技術概念等相關知識，以改進學習成效。

3D computer-assisted design (3D CAD) software is widely used in manufacturing, and the ability to use 3D CAD software is a skill that all students majoring in industrial design or related fields are expected to acquire. Very little research has been done on the methods used to evaluate student learning in this field, and even less research has been done on the learning models adopted by industrial design students whose background is in the arts or humanities. The aim of the present study is to explore appropriate methods for evaluating the learning of students studying 3D CAD, and to examine the learning models employed by industrial design students who are learning to use 3D CAD software. The key findings of the study are as follows: 1. A method is proposed for establishing a dimension-count based learning curve with respect to declarative knowledge, which can be used to measure the impact of procedural knowledge on the learning process, and which is suitable for both simple and complex 3D model learning analysis (and as such can be applied to the evaluation of advanced learning). 2. Wright’s learning curve theory is combined with dimension-count based learning appraisal to describe the learning model employed by students when studying 3D CAD. This can then be used to evaluate the development of student learning over time, facilitating the determination of the appropriate number of hours of instruction, and thereby making the teaching of 3D CAD both more economic and more efficient. 3. The most widely used 3D CAD software programs – all of which are parametric, associative feature-based, solid modeling software programs – are all based on similar modeling principles, so the measurement and evaluation approach proposed in the present study should also be applicable to other software packages. 4. The speed at which students majoring in industrial design are able to learn 3D CAD is slower than the speed at which students majoring in engineering learn to use this software. It is suggested that strengthening industrial design majors’ knowledge of basic mathematical and engineering concepts might help to improve the results achieved when learning to use 3D CAD.