Contribution of 3D modelling and printing to learning in primary schools: a case study with visually impaired students from an inclusive Biology classroom

Anđić, Branko; Lavicza, Zsolt; Ulbrich, Eva; Cvjetićanin, Stanko; Petrović, Filip; Maričić, Mirjana

doi:10.1080/00219266.2022.2118352

Cited by 11 publications

(4 citation statements)

References 51 publications

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“…There have been studies claiming that advanced technologies such as 3D modeling (generation of 3D models using software) and printing (construction of a 3D object with implementation of 3D printers on the basis of digital design) (3DMP) could be successfully used to promote and develop digital and entrepreneurial competences in education at all levels (Gallardo-Echenique et al, 2015). The contribution of 3DMP application to the educational process and student learning outcomes has been confirmed in many experimental studies (for a review, see Anđić et al, 2022a;Pearson & Dubé, 2021;Ford & Minshall, 2019). However, the adoption rate and implementation of 3DMP in education is still low (Anđić et al, 2022b;Holzmann et al, 2020).…”

Section: Introductionmentioning

confidence: 94%

Exploring Factors Affecting Elementary School Teachers’ Adoption of 3D Printers In Teaching

Branko,

Šorgo,

Helm

et al. 2023

TechTrends

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Owing to its advantages such as producing durable models and easy accessibility, 3D modeling and printing (3DMP) has become increasingly popular in educational practice and research. However, the results of many studies have shown that the adoption rate of 3DMP among teachers is still low, especially in elementary schools. Therefore, research is needed to expand current knowledge about what influences teachers' decisions to start and continue using 3DMP in elementary schools. To investigate factors that affect elementary school teachers' decisions to use 3D printing in teaching, this study uses a mixed methods research approach combining binary logistic regression with a qualitative thematic analysis approach. Both approaches assembled predictive constructs from a range of theories on (1) technology acceptance and (2) intentions to continue or abandon 3DMP use. Using a sample of 225 elementary teachers from Montenegro, this study empirically concluded that intentions to discontinue 3DMP was slightly more strongly correlated with the predictors (i.e., performance expectancy, effort expectancy, perceived pedagogical impact, personal innovativeness, management support, user interface quality, technology compatibility, social influence, student expectations) than was intentions to continue using 3DMP. Performance expectancy was a significant determinant of teachers’ continued use of a 3DMP approach. The remaining seven factors (constructs) were found to be insignificant predictors. Perceived pedagogical impact and technology compatibility were significantly associated with teachers' decisions to discontinue using 3DMP. Our results also suggest that the time required to use 3DMP during instruction, the impact of 3DMP on the implementation of curriculum activities, and the availability of 3D printers are all relevant factors that influence teachers’' decision to use or abandon 3DMP.

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Section: Introductionmentioning

confidence: 94%

Exploring Factors Affecting Elementary School Teachers’ Adoption of 3D Printers In Teaching

Branko,

Šorgo,

Helm

et al. 2023

TechTrends

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“…In contrast, according to Eurydice (2023), in Montenegro, the school system covers a different year span, from compulsory primary schools, including students from 6 to 15 years, and secondary in Gymnasiums for four years, or two to four years in vocational schools. From fifth grade (age 10-11 years), students attend the subject Computer Science for Technology, which is compulsory until ninth grade (age 15 years), where they acquire basic digital skills for using information and communication technologies and learn about their benefits (Anđić et al, 2018(Anđić et al, , 2022a. There is little research on STEM, let alone STEAM education in Eastern European countries such as Montenegro (Šorgo, 2014), and STEM subjects are not always included in the Montenegrin national curriculum.…”

Section: Policies In Montenegrin and Austrian School Systemsmentioning

confidence: 99%

Cross-cultural examination of 3D modelling and 3D printing in STEAM education: comparing results from teachers in Montenegro and Austria

Ulbrich,

Da Cruz,

Anđić

et al. 2024

London Review of Education

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Integrating 3D modelling and printing in STEAM education presents opportunities and challenges for teachers, particularly those in some European countries where its adoption in schools still needs to be improved. This article presents findings from a cross-cultural examination of 3D modelling and printing in STEAM education, showing results from teachers in Montenegro and Austria. The study aimed to gather insights into teachers’ perceptions of 3D modelling and printing, ideas for its implementation and the challenges teachers face. Data were collected through questionnaires, interviews and examples of 3D modelling and printing use. They were subsequently analysed to identify similarities and differences in the impressions and use of the technology. The findings indicate that teachers in both Montenegro and Austria expressed interest in using 3D modelling and printing for STEAM teaching purposes and saw potential for connecting to subjects, such as digital literacy. However, they also identified software-related challenges, time constraints and training and financial difficulties when adopting 3D modelling and printing. The slow adoption of 3D modelling and printing in schools suggests that teachers should be better supported in using this technology, considering external and internal influences such as teacher training, local culture and availability of technology. Furthermore, the study highlights the need for suitable measures for teacher training and ensuring access to technologies necessary for 3D modelling and printing.

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“…Overall, the authors were convinced that 3D printing holds great promise for improving processes and outcomes in various medical specialties. Anđić et al conducted a study to investigate the impact of 3D Modeling and Printing (3DMP) on the learning outcomes of general students in cell-themed biology education (Anć et al 2022). Using 'Grounded Theory', they analyzed students' perspectives on the use of 3DMP in the learning process.…”

Section: D Printing and Augmented Reality In Educationmentioning

confidence: 99%

Analysis of Virtual Reality Teaching Methods in Engineering Education: Assessing Educational Effectiveness and Understanding of 3D Structures

Ka,

Kim,

Kim

et al. 2023

Preprint

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Traditional teaching methods that use 2D videos or 3D simulators may have limitations in engineering education when covering complex concepts or complicated 3D structures. To address this problem, virtual reality (VR) has been introduced as a highly immersive teaching method that can increase students’ learning and understanding of 3D structures from multiple perspectives. The purpose of this study was to quantify how teaching methods that use VR can increase learning efficiency and comprehension of 3D structures. We used quiz and 3D reconstruction to assess the quantitative learning effects of VR and 2D videos on a total of 40 students. Training that used VR yielded a 12% improvement in post-test quiz scores and a 13% improvement in 3D reconstruction test scores compared to the traditional method. User evaluations confirmed that VR increased engagement by 11.9%, immersion by 18.6%, motivation by 10.3%, cognitive benefits by 9.3%, and perceived learning effectiveness by 8.7%. These results confirm that VR is more effective than traditional learning methods to aid general memorization and understanding, and specific comprehension of 3D structures.

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Contribution of 3D modelling and printing to learning in primary schools: a case study with visually impaired students from an inclusive Biology classroom

Cited by 11 publications

References 51 publications

Exploring Factors Affecting Elementary School Teachers’ Adoption of 3D Printers In Teaching

Exploring Factors Affecting Elementary School Teachers’ Adoption of 3D Printers In Teaching

Cross-cultural examination of 3D modelling and 3D printing in STEAM education: comparing results from teachers in Montenegro and Austria

Analysis of Virtual Reality Teaching Methods in Engineering Education: Assessing Educational Effectiveness and Understanding of 3D Structures

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