Evaluation of Student’s 3D Modeling Capability Based on Model Completeness and Usage Pattern in K-12 Classrooms

Abstract

As more schools incorporate 3D printing into their curriculum to stimulate the creativity of K-12 students with a learning-by-doing approach, it becomes crucial to understand how users work with 3D modeling tools. In this paper, we aim to develop model and usage-pattern-related features to quantize students` performance on 3D modeling operation. The dataset is gathered from the Affiliated Experimental Elementary School (AEES) of National Chengchi University. Participants` operation log and finished work 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 introduced and tested. The collected data include screen recording, software operation log, experts evaluation, and interviews with students, which are employed for subsequent qualitative evaluation as well as quantitative analysis. With our proposed approach, we are able to identify the key factors affecting students` learning experience and performance in terms of model completeness and usage pattern. Through these indicators, instructors can understand student`s learning status of 3D modeling software more comprehensively.