Testing the efficacy of 3D-printed geologic models as tools for fostering spatial visualization abilities

Abstract

ABSTRACT Geoscience educators seek new technologies and teaching materials that will successfully foster their students’ spatial visualization skills. As 3D-printing technology becomes more readily accessible, there are endless opportunities to create new instructional products that can help improve students’ spatial rotation, spatial manipulation, and visual penetrative ability early in their geoscience coursework. We developed a set of eight 3D-printed geologic block models that can easily be incorporated into any 3-hr long geologic structures module of a physical geology laboratory course. Our main objective was to investigate their efficacy in fostering all three spatial visualization abilities. Our test results, based on 583 undergraduate participants at California State University, Fullerton, indicate that access to the 3D-printed geologic block models had insignificant effects on the development of spatial manipulation or visual penetrative abilities and a statistically significant negative impact on students’ spatial rotation skill development. In-class observations suggest that pattern-matching instead of actively practicing spatial rotation may have hindered the development of this skill, however, observations also suggest that the blocks generated discourse and improved explanations of geologic structures between students. We recommend that future adopters of 3D-printed educational products redesign their laboratory exercises that require active engagement and sketching using the models.