CAD Readiness in Practice: Linking Access and Connectivity to Learning Preparedness in CAD Coursework

This study examines CAD learning readiness and how it relates to students’ access and connectivity conditions in CAD coursework. Using a cross-sectional survey dataset (N = 204), responses that met embedded attention-check criteria were retained for analysis (n = 197). The instrument measured perceived ease of use (PEOU), perceived usefulness (PU), intrinsic motivation (IM), CAD self-efficacy (CSE), and CAD learning readiness (CLR) using 5-point Likert items. Reliability results indicated strong internal consistency across constructs (α = 0.80–0.92). Descriptive findings show generally high perceived usefulness (PU mean = 4.45) and intrinsic motivation (IM mean = 4.32), while CAD self-efficacy was comparatively lower and more variable (CSE mean = 3.85). Correlation analysis indicated that readiness is most strongly associated with self-efficacy (r = 0.78) and ease of use (r = 0.73). Group comparisons further revealed significant readiness differences by internet reliability (p < 0.001; moderate effect), while differences by hardware capability were smaller (p < 0.05; small effect). The results highlight that CAD readiness is shaped by both learner beliefs and infrastructural learning conditions, suggesting the need for confidence-building scaffolds and connectivity-resilient course design.