Abstract
As more schools incorporate 3D printing into their curriculum to stimulate the creativity of K-12 students with a learning-by-doing approach, it becomes crucial to understand how users work with 3D modeling tools and to evaluate integrated lesson plans in the STEAM (Science, Technology, Engineering, Arts and Math) educational framework. Our work consists of two stages: an investigation of usage patterns of modeling, and an evaluation of the usability of Qmodel Creator, in collaboration with Lanyu Primary and Junior High School, Sanchong High School, and Affiliated Experimental Elementary School of National Chengchi University. Participants operation logs, screen recordings, and finished work for respective 3D modeling software were recorded and analyzed. Two types of indicators have been developed. One is concerned with the quantification of learning behavior, including Effective Operating Period (EOP), Trial-and-Error Period (TEP), and Implementation Period (IP). The other has to do with the evaluation of learning outcome, i.e., the complexity of 3D models, including the Degree of Detail ( DoD ), shape ( $C_{f}$ ), partition ( $C_{p}$ ), and block-ratio ( $C_{r}$ ) complexity. Based on the proposed features, we are able to identify the key factors that affect students’ learning experiences and performance in terms of learning patterns and model completeness. Through these indicators, instructors can gain better insights into student’s learning status of 3D modeling software.
Highlights
Learning behavior begins for various reasons and in quite different styles
Since the learning activities exist in the interactive relationship between humans and their daily life, if we can record the details of how people learn as the actual evidence, we may find the distinguishing/unconscious patterns between skill levels, for example, from novice to advanced beginner
K-12 students are evaluated with the following questions: 1) How long does the user take to finish a modeling task? 2) Which function is used more frequently: intuitive modeling or traditional 3D editing? 3) When users create models, is the process smooth? Is trial-and-error required? 4) For models created with Qmodel Creator, what is the degree of completion? In the analysis process, F-test and T-test are both adopted to examine the usage pattern and model related indicators
Summary
Learning behavior begins for various reasons and in quite different styles. One can keep obtaining fresh knowledge and engaging with novel technologies, either for solving problems or just for fun [1]. Different from questionnaires which are more suitable for assessing adult learning patterns, we adopted observation approach to identify the issues students encounter when learning the modeling software. To further explore students’ learning background and attitudes, we conducted face-to-face interview, which includes a simple drawing test, to improve for the efficacy of traditional questionnaires From these qualitative data, we can profile the student’s knowledge and ability (i.e. computer, art, etc.), and compare the qualitative analysis with the above quantitative results to examine the learning process from a broader perspective. Our two-stage research evaluated the usability of Qmodel Creator and investigated the learning patterns of modeling in K-12 classrooms. We reviewed the performance of the previous experimental design and developed a lesson plan for teaching multiple modeling software and 3D printing in an elementary school.
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