An impact of 3D computer and 3D printed models on the students' success in spatial ability and geometry testing
Abstract
The aim of the presented study was to measure whether 3D computer and 3D printed models could improve students' performance in testing their spatial ability and what brings the greater benefits. This study employed a quasi-experimental approach with a total of 25 secondary school students.
A pre-test was employed to determine each student's level of spatial ability, namely the Mental Rotations Test. All students were taught the topic of three-dimensional geometry using 3D physical printed models, 3D virtual computer models or 2D drawings of 3D objects.
A newly designed 3D geometry post-test was used in two groups of students - the first group was allowed to manipulate 3D printed models, the second group was allowed to use 3D computer models during the test. The group with 3D computer models outperformed peers with 3D printed models but a statistically significant difference was not found.
Afterwards, the same students were tested again using the identical 3D geometry test without any visual aids. It was concluded that the 3D computer models provided statistically significant higher scores in comparison to the absence of any visual aid.