Perceptions of Authenticity in 3-D Objects for Science Education: Evidence From 3-D Prints of Fossils

• In Event: Technology, Instruction, Cognition and Learning SIG: Relationships Among Technology, Instruction, Cognition, and Learning

Abstract

This study examined students’ perceptions of 3D prints of museum objects during a science learning task. Students interacted with one of three versions (high, medium, and low authenticity) of 3D-printed fossils while completing a hands-on investigation. High authenticity prints had realistic color and feel, medium authenticity prints had a realistic color but unrealistic feel, and low authenticity prints had an unrealistic color and feel. Students rated their perceived authenticity of the 3D representations, enjoyment while interacting with the representations, and usefulness of the representations. Results showed no significant differences in responses across the high, medium, and low authenticity conditions, suggesting that students respond to the shape and size of the representation rather than color or feel during educational tasks.

Authors

• Matthew Orr, University of Utah

• Kirsten R. Butcher, University of Utah

• Madlyn Larson, University of Utah

• Mitchell J. Power, University of Utah