劉貞佑
國立政治大學資訊科學系 視覺資訊處理實驗室
Email：whliao@gmail.com
廖文宏
國立政治大學資訊科學系 視覺資訊處理實驗室
紀明德
國立政治大學資訊科學系 電腦圖學實驗室
Email：mtchi@cs.nccu.edu.tw
吳怡潔
國立政治大學資訊科學系 視覺資訊處理實驗室
Abstract
The objective of this research is to stimulate the creativity of K-12 students with a learning-by-doing approach. This is achieved by taking advantages of the characteristics of 3D printing: easy customization and quick prototyping. In particular, we wish to introduce the practice of model creation and additive manufacturing to K-12 classrooms, especially in the lesson design of STEAM (Science, Technology, Engineering, Art, and Mathematics) subjects.
The dataset for implementation and evaluation in this research is gathered from the Affiliated Experimental Elementary School (AEES) of National Cheng-chi University. Participants’ operations for specific 3D modeling software are recorded and analyzed. In all our lesson plans, students are required to create structurally stable and printable 3D models. Three modeling software with different levels of difficulty have been tested, as listed below: Qmodel Creator, Tinkercad, and 123D Design.
The collected data include screen recording (using Morae), software operating log, and interviews with students, which are employed for subsequent qualitative evaluation as well as quantitative analysis. Specifically, we wish to identify the key factors affecting students’ learning experience and performance, in terms of the operation sequence and degree of completion of the created models. The results are then feedback improve the lesson design.
Keywords :3D printing, STEAM, K-12 education, Lesson design, User behavior analysis