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

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.