From t he viewpoint of the students, the use of freeware inst ead of commercial CAD tools, whose access is limited due t o the cost, may mean the possibility of doing the home wo rks or practicing the projects at home. Also, due to the cost, the availability of the CAD tools to the students is relatively limited. With constant improvement and updating, the potential of these freeware for the educational use is increa sing quickly. Recently, ther e are many freeware for graphics use, such 2D vector drawing and 3D modeler applications as well as CAD software.
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Within this context, there is a demand for the CAD software in the Engineering courses. In the modern education of Engineering Design Graphics, the use of CAD technology is essential in learning of theoretical concepts, such as Projectiv e Geometry and Geometrical Modeling, for the development of spatial abilities and the mastering of the engineering graphics communication and design tool. Each type of problem exercises specific design skills whil. The problems engage the students in different ways: through playing with form, by capturing their imagination and by encouraging interaction. Four kinds of problems, increasing in difficulty, are discussed in the context of computer aided architectural design education: 1) geometry play, 2) kit of parts, 3) dreams from childhood and 4) transformations. To test this, we have offered design media projects with a playful element as a counterpart to more step-by-step descriptive exercises. We hypothesize that topics having a recreational component increase the learning curve for digital media instruction. Rather than having students' fascination with video games and entertainment limited to competing against learning, we can direct this interest towards learning computer graphics. Are there better ways of getting a student to learn? Getting students to play at learning can encourage comprehension by engaging their attention.
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