From concept to reality: the use and impact of 3D prints as academic tools for high school biology education

Comparing the effectiveness of video and stereoscopic 360° virtual reality‐supported instruction in high school biology courses

“…In consideration of the above, the most positive effects of video-based multimedia instruction can be summarised as follows: (a) the integration of multimedia elements in education has been linked to increased learning performance (Lei et al, 2015), (b) the introduction of pop-up videos, as a means of complementing 3D printing procedures, has been found to have positive impact on the development of learners' procedural understanding (Monkovic et al, 2021), (c) the utilisation of web-based video instruction has been linked to increased memory retention and knowledge recall in process-oriented tasks (Marsteller & Bodzin, 2015), (d) the integration of storytelling scenarios in MB has been found to be an adequate alternative option for information-sharing (Goodsell et al, 2021), and (e) the adoption of haptic-enabled videos has been proven to be a valuable asset in assisting instructors to better understanding how learners' (metaphorical) gestures are associated with knowledge acquisition, especially when abstract concepts of biological processes are explored (Musaeus & Musaeus, 2021).…”

“…Computer‐supported instruction can significantly mitigate these shortcomings so long as the integration of technology is systematic and the utilisation is regular (Christopoulos & Sprangers, 2021). Nevertheless, there are scholars (Blikstein et al, 2016; Monkovic et al, 2021; Wang et al, 2019) who argue against the adoption of general‐purpose digital tools—especially for such complex subjects—characterising them as ineffective in providing authentic learning experiences. Furthermore, lecture‐based curriculum, even when supported with digital learning tools, has been reported as ineffective in cultivating learners' foundational knowledge and understanding (Heddy & Sinatra, 2013; Lei et al, 2015; Marsteller & Bodzin, 2015).…”

“…Previous systematic reviews (Pellas et al, 2021; Pirker & Dengel, 2021) have concluded that the integration of multimedia elements into the instructional process can bring additional benefits that the traditional approaches lack. To date, various digitally supported instructional methods have been proposed for the enhancement of MB courses, including simulation videos (Musaeus & Musaeus, 2021), interactive storytelling videos (Goodsell et al, 2021) and utilisation of 3D‐printed models coupled with instructional videos (Monkovic et al, 2021). In the same vein, there is a common conviction across educational researchers (Hodges et al, 2021; Morimoto & Ponton, 2021; Uz‐Bilgin & Thompson, 2021) that immersive technologies can provide multiple benefits on both academic performance (knowledge acquisition and advancement) and psychological adjustment (motivation, engagement) which are, collectively, conducive to long‐term memory retention (Gomes et al, 2019).…”

“…A proposed solution to overcome this shortcoming is the adoption of alternative instructional methods as a supplement to the conventional ones. Relevant studies (Lei et al, 2015; Marsteller & Bodzin, 2015; Monkovic et al, 2021) that have introduced video simulations to the teaching‐and‐learning practices have found positive effects on both learners' motivation and knowledge advancement. The added‐value of this approach is attributed to the potential that such multimedia tools offer in blending visual and auditory features with text and animated graphics.…”

Innovations and Technologies in Science/STEM Education: Opportunities, Challenges and Sustainable Practices

“…There is a lack of well-founded data on this, both from a country-specific (e.g., Aslan and Celik, 2020) and an international perspective. In contrast to the continuously growing number of conceptual papers on the integration of 3D printers (e.g., Augusto et al, 2016;Monkovic et al, 2022;Oss Boll et al, 2023), the existing research on the use of 3D Printing technology in formal and informal education (e.g., Ford and Minshall, 2019) and the studies on the learning effectiveness of 3D Printing (e.g., Novak et al, 2021), it is only possible to make very limited statements about the actual use of this technology in the classroom and about teachers' ideas and attitudes toward its use. However, teachers' beliefs about technology have been identified as a key factor in the successful implementation of new or innovative technologies in the classroom (Sugar et al, 2004;Hew and Brush, 2007).…”