Students’ Attitudes and Competences in Modeling Using 3D Cartoon Toy Design Maker

Yu Fu,Dongliang Zhang,Hao Jiang

doi:10.3390/su14042176

Abstract

With the rapid development of education and information technology, there has been an increasing focus on maker education, which emphasizes cultivating students’ creative thinking and problem-solving ability. This paper presents our efforts to create a 3D cartoon toy design curriculum system that offers a playful and collaborative way to engage students with creation-based learning. It consists of a 3D modeling software and a series of 3D cartoon toy design courses. The former was developed according to students’ cognitive characteristics and hands-on operation habits, and the toy design courses include activities such as hand-painting, computer modeling, pattern design, handcraft, and creative display. This 3D cartoon toy design course was preliminarily implemented in one kindergarten and two primary schools in Hangzhou, an eastern city in mainland China. A learning assessment of participating students was conducted upon completion of the course. Results show that (1) the initial attitudes of junior students towards learning 3D cartoon toy design were mainly influenced by their interests, whereas senior students paid more attention to turning their ideas into reality with the help of technical tools. (2) All students were highly successful at mastering foundational modeling concepts, but the junior students were less successful at mastering abstract modeling concepts. (3) The course was most successful in developing students’ collaborative ability and content creation. (4) Additionally, teachers were successful at promoting a collaborative and communicative environment. Findings are discussed.

Highlights

Introduction and ObjectivesNowadays, students are growing up with digital devices and innovative technologies that influence their way of learning as well as their daily lives [1,2,3]
Maker education transforms classroom activities from teacher-centered and didactic presentations to more interactive learner-centered, instruction emphasis transforms from fact memorization to the skills of problem solving and analysis, progress is evaluated by quality rather than quantity of output and criterion-referenced, and computers are used less for drill and practice activities and more for communication [9]
In order to explore the full picture of the experience of the 3D cartoon toy design course, this study used a mixed-method research design that included data collected from a sample of students and their teachers [22]

Summary

Introduction

Introduction and ObjectivesNowadays, students are growing up with digital devices and innovative technologies that influence their way of learning as well as their daily lives [1,2,3]. A surging number of educators have been advocating the importance of maker education that incorporates information technologies [4,5]. It is common for the teacher to talk and the student to listen [6]. Maker education argues that a constructionist learning approach, where students learn by doing instead of by listening, is advantageous because it leads to more motivated students and a deeper understanding of the subject at hand [5,7,8]. Maker education transforms classroom activities from teacher-centered and didactic presentations to more interactive learner-centered, instruction emphasis transforms from fact memorization to the skills of problem solving and analysis, progress is evaluated by quality rather than quantity of output and criterion-referenced, and computers are used less for drill and practice activities and more for communication [9]. Maker education plays an important role in improving social and environmental sustainability [10]

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Conclusion