Poster #22 - Does Physicality Impact Learner Interactions? Evidence From Tangible and Digital 3-D Models

• In Event: 64.090 - MTCC Poster Session 15
  In Poster Session: 64.090-3 - Sight, Sound, and Touch: Presentation Variations for Educational Technology

Abstract

This study investigated differences in how students interacted with tangible (3D prints) and digital 3D models. Sixth grade students worked in collaborative groups during an in-class inquiry- based science activity. Each group was recorded using a video camera during the learning activity and student behaviors while interacting with the 3D models were coded and analyzed. Results showed that students chose different interactions when examining tangible vs. digital 3D models. Tangible models elicited more dynamic action and simulated behaviors than the digital models but these behaviors were relatively rare across all models. Distracted behaviors occurred at a higher rate when students interacted with the digital 3D models. Implications for learning with 3D models are discussed.

Authors

• Matthew Orr, University of Utah

• Kirsten R. Butcher, University of Utah