Contextual Knowledge Elements Utilization in 3D CAD Model Manipulation from the Practicing Engineers Perspectives


  • Mohd Fahmi Adnan Universiti Teknologi Malaysia
  • Muhammad Sukri Saud
  • Mohd Fadzil Daud



Three-Dimensional Computer Aided Design Modeling, Contextual Knowledge, Engineering Education


Engineers’ ability to contextualize their created 3D CAD model during the design stage is the most important aspect of product design. In this conducted research, researcher has found that there was a lack of contextual knowledge among Mechanical Engineering Undergraduates and fresh graduate engineers in utilizing Three-Dimensional Computer Aided Design (3D CAD) modeling software in developing a good product design. In addressing this issue, a study has been conducted to focus on the representation of contextual knowledge elements in 3D CAD modeling applications. This article focused on presenting essential elements of contextual knowledge utilized among practicing engineers in their daily design works, in the aspect of Model Manipulation. Transcendental phenomenology approach has been utilized as the main research methodology. Four practicing engineers from engineering department of one shipbuilding company in Peninsular Malaysia were purposively selected to be studied. From the analysis, there are three most frequent emerging themes in the application of contextual knowledge in manipulating model using 3D CAD modeling: Realization, Design Intention and Normalization. These three elements play an important role in helping engineers to contextualize their design work during the stage of manipulating created model for new product development process.

Author Biography

Mohd Fahmi Adnan, Universiti Teknologi Malaysia

Senior Lecturer,
Department of Technical and Engineering Education,
School of Education,
Faculty of Social Sciences and Humanities
Universiti Teknologi Malaysia




How to Cite

Adnan, M. F., Saud, M. S., & Daud, M. F. (2022). Contextual Knowledge Elements Utilization in 3D CAD Model Manipulation from the Practicing Engineers Perspectives. Asean Journal of Engineering Education, 6(2), 43–53.