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From 3D modeling to 3D printing: Development of a differentiated spatial ability teaching model

机译：从3D建模到3D打印：差异化空间能力教学模型的开发

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摘要

3D modeling technologies and related techniques are emerging core competencies due to the increasing popularity of 3D printers. Traditional methods of teaching 3D modeling mostly depend on the use of three-view diagrams to guide students in the construction of a spatial cognition. However, a lack of three-dimensional and spatial ability on the part of the learners limits the effectiveness of this type of teaching material, and instructional effectiveness is also restricted by the existing spatial ability among students. In traditional approaches to technical education, students assume a largely passive role, while instruction adopts methods that emphasize rote learning, but these approaches are in the process of being transformed. Accordingly, the present study attempts to combine the Conceive, Design, Implement, Operate (CDIO) educational framework and 3D printing-tangible teaching materials for college students to explore potential improvements in learning outcomes. Experimental results indicate that different teaching materials (three-view diagrams and 3D printed solid models) result in the development of different spatial abilities (specifically, mental rotation and spatial visualization) and learning outcomes. In addition, the use of solid models results in 3D model learning outcomes better than those achieved using traditional three-view diagrams. Inspired by theories of perception and motivation and dual coding theory, this study developed a set of differentiated spatial ability teaching models to improve learning effectiveness for 3D modeling. The results provide guidance for the development of teaching materials and models appropriate to learners' spatial abilities. (C) 2016 Elsevier Ltd. All rights reserved.
机译：由于3D打印机的日益普及，3D建模技术和相关技术已成为新兴的核心能力。传统的3D建模教学方法主要依靠使用三视图图来指导学生进行空间认知的构建。然而，学习者缺乏三维和空间能力限制了这类教材的有效性，而教学有效性也受到学生中现有空间能力的限制。在传统的技术教育方法中，学生在很大程度上扮演着被动的角色，而教学则采用强调死记硬背的方法，但是这些方法正在转变中。因此，本研究尝试将构思，设计，实施，操作（CDIO）教育框架和3​​D打印有形教材相结合，以供大学生探索学习成果的潜在改进。实验结果表明，不同的教材（三视图图和3D打印的实体模型）会导致不同的空间能力（特别是心理旋转和空间可视化）和学习成果的发展。此外，使用实体模型比使用传统的三视图图获得的3D模型学习结果更好。受感知和动机理论以及双重编码理论的启发，本研究开发了一套差异化的空间能力教学模型，以提高3D建模的学习效果。研究结果为开发适合于学生空间能力的教材和模型提供了指导。 （C）2016 Elsevier Ltd.保留所有权利。

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