3DnST: A Framework Towards Understanding Children's Interaction with Tinkercad and Enhancing Spatial Thinking Skills.
3DnST: A Framework Towards Understanding Children's Interaction with Tinkercad and Enhancing Spatial Thinking Skills.
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3DnST：了解儿童与 Tinkercad 互动并增强空间思维技能的框架。
DOI：
10.1145/3459990.3460717
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发表时间：
2021
期刊：
影响因子：
--
通讯作者：
Bhaduri, S.
中科院分区：
文献类型：
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作者：
Bhaduri, S.
随着3D打印技术在学校和创客空间的普及，有必要向学生教授3D建模。学习3D建模可以提高空间思维能力，这是STEM成功的基本技能。创建3D模型需要学生对3D空间有深刻的理解，包括旋转和缩放。在这项研究中，我们提出了一个框架，通过视频编码从分析屏幕记录的中学生使用的三维建模工具- Tinkercad。该框架的重点是确定学生在3D建模过程中遇到的挑战。这些挑战包括空间思维技能，使用Tinkercad界面和心理模型的形成。我们通过收集和分析来自三所中学的3D打印单元的数据来验证该框架。我们的结果和随后的分析可以指导教育工作者和研究人员如何使用这个框架来支持学生使用计算机辅助设计工具进行富有成效的学习。
With the proliferation of 3D printing technologies in schools and makerspaces, there is a need for teaching 3D modeling to students. Learning 3D modeling enhances spatial thinking skills, an essential skill for success in STEM. Creating 3D models requires students to have a deep understanding of 3D space, including rotating and scaling. In this study, we propose a framework developed through video-coding from analyzing screen recordings of middle-school students’ usage of a 3D modeling tool - Tinkercad. The proposed framework focuses on identifying challenges students encounter during 3D modeling. These challenges include spatial thinking skills, working with the Tinkercad interface, and mental model formation. We authenticated the framework by collecting and analyzing data from a 3D printing unit in three middle schools. Our results and subsequent analysis can guide educators and researchers on how to use this framework to support students in having productive learning experiences with Computer-Aided Design tools.