3D printing as an educational technology: theoretical perspectives, learning outcomes, and recommendations for practice

Pearson, Heather Ann; Dubé, Adam K.

doi:10.1007/s10639-021-10733-7

Cited by 34 publications

(24 citation statements)

References 54 publications

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“…In their meta-study, Ford and Minshall (2019) have compiled multiple educational uses of 3D printers. Teachers using 3D printers in their lessons is popular, which has also shown in the studies by Pearson and Dubé (2022) and Kit Ng, Tsui, and Yuen (2022). Ford and Minshall (2019) also report that 3DP in school brings a range of benefits, namely increased motivation and realism inside the classroom, raised student engagement, interest in subject material, and student understanding in the respective fields.…”

Section: Tim Läufer Matthias Ludwigmentioning

confidence: 84%

“…Ford and Minshall (2019) also report that 3DP in school brings a range of benefits, namely increased motivation and realism inside the classroom, raised student engagement, interest in subject material, and student understanding in the respective fields. Pearson and Dubé (2022) identified multiple studies showing promising effects for (mathematics-) education, such as increased mental rotations skills and understanding through visualization. (Huang & Lin, 2017;Katsioloudis & Jones, 2015) However, these effects are only possible with significant effort of the teacher.…”

Section: Tim Läufer Matthias Ludwigmentioning

confidence: 99%

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"Building" knowledge by creating manipulatives with the 3D printer: A course for mathematics student teachers

Läufer

Ludwig

2023

9th International Conference on Higher Education Advances (HEAd'23)

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3D modelling and printing (3DMP) is a suitable context for education. With it, own manipulatives for mathematics education can be created, which was not possible easily before. We develop a seminar at Goethe University, in which use 3DMP to teach mathematics student teachers about mathematics, pedagogy, and technology. In this paper, we present the general 3DMP process, and how we integrate it in the seminar. The structure and contents of the seminar, as well as results from the students are laid out. The hardware and software used are shown and explained, as well as our approach to 3D modelling with the help of programming. The individual iterations of the seminar and the conclusions show that students mainly benefit from being able to realize their ideas very early and having the freedom to choose their own topic.

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Section: Tim Läufer Matthias Ludwigmentioning

confidence: 84%

Section: Tim Läufer Matthias Ludwigmentioning

confidence: 99%

"Building" knowledge by creating manipulatives with the 3D printer: A course for mathematics student teachers

Läufer

Ludwig

2023

9th International Conference on Higher Education Advances (HEAd'23)

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“…Simultaneously, the assumption of roles and responsibilities in projects generates expectations in students that enable responsible, innovative, and entrepreneurial learning in a digitized future (Trust and Maloy, 2017). Students engaged in digital manufacturing projects (modeling and construction) displayed a shift in routine and behaviour (Pearson and Dubé, 2022). Consequently, a geometry-based dynamic project environment is crucial for the teaching and learning of mathematics, allowing students to explore both geometry and algebraic representations of content structure and aiding in interpretation (Zengin, 2019).…”

Section: Use Of 3d Modelling Tolsmentioning

confidence: 99%

“…3D printing is becoming increasingly prevalent in daily life, particularly in fields such as engineering, science, architecture, healthcare, the food industry, fashion, and education (Pearson and Dubé, 2022). 3D technologies offer a deeper understanding of knowledge due to the connection between theoretical lessons and printed objects (Bower et al, 2014).…”

Section: D Printing Machinementioning

confidence: 99%

A transversal and practical education as a business success factor: literature review of learning process of basic design through ICT tools

Turienzo

2024

JMBE

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The ongoing societal transformation propelled by innovation and digitalization is amplifying the demand for technological adeptness among current and upcoming professionals. Consequently, there's a pressing need to revamp the educational system and its methodologies to elevate the requisite skill set. Spatial reasoning, innovative thinking, and creativity stand as pivotal proficiencies essential for enabling future professionals to swiftly craft adaptable prototypes catering to client needs. However, conventional teaching approaches exhibit shortcomings in nurturing spatial reasoning, necessitating deeper exploration within the realm of education. This study delves into novel 3D design tools aimed at facilitating three-dimensional modelling within educational settings. The findings underscore the imperative use of digital tools in crafting 3D objects, fostering the development of spatial visualization skills. Moreover, they emphasize the significance of intertwining ICT knowledge, programming skills, and pertinent soft skills. Such an amalgamation equips future professionals with enhanced work capabilities, a comprehensive grasp of market needs, and refined product commercialization strategies.

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“…In extension to AR and CAD software, 3D printing showed in several research stances to further support students in transferring learned STEAM skills to real-world problems or objects (Ng et al, 2020;Pearson and Dubé, 2021). The 3D printing process is an additive manufacturing process based on a designed CAD model, where a digital object is printed as a physical, real-world object.…”

Section: D Printing Of Designed Modelmentioning

confidence: 99%

Evaluating Technology-Enhanced, STEAM-Based Remote Teaching With Parental Support in Luxembourgish Early Childhood Education

Haas

Lavicza²,

Houghton³

et al. 2022

Front. Educ.

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During COVID-19 confinement, we observed numerous challenges in using educational technology in early childhood Science–Technology–Engineering–Arts–Mathematics (STEAM) education in Luxembourg. Thus, we designed a conceptual framework on parent-assisted remote teaching with active uses of educational technology supported by cycles of design-based research. After a previous study utilizing computer-aided design (CAD) software and three-dimensional (3D) printing in primary education, we used our initial findings to work with 12 early childhood students (ages 4–6), together with their teachers and parents in the second remote teaching period in Luxembourg. We created a STEAM modeling task with CAD software on robots and collected data through chat responses, messageboards, and online communication channels during a 3-week period. Here, we observed new roles in the parent–child relationship while learning STEAM in remote teaching with technology, and new opportunities in using educational technology overall in early childhood education. In this article, we have described findings that are likely to influence students’ learning and parent-assisted teaching, in particular parents and students’ perceptions and motivations, together with the way in which parents provide technical knowledge and support in remote early childhood STEAM education.

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3D printing as an educational technology: theoretical perspectives, learning outcomes, and recommendations for practice

Cited by 34 publications

References 54 publications

"Building" knowledge by creating manipulatives with the 3D printer: A course for mathematics student teachers

"Building" knowledge by creating manipulatives with the 3D printer: A course for mathematics student teachers

A transversal and practical education as a business success factor: literature review of learning process of basic design through ICT tools

Evaluating Technology-Enhanced, STEAM-Based Remote Teaching With Parental Support in Luxembourgish Early Childhood Education

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