Designing an Informal Learning Curriculum to Develop 3D Modeling Knowledge and Improve Spatial Thinking Skills

We report on the design and implementation of a 3-week long summer academy introducing high school students to 3D modeling and 3D printing experiences. Supporting youth in developing 3D modeling knowledge can enhance their capacity to effectively use an array of emerging technologies such as Virtual Reality, Augmented Reality, and digital fabrication. We used tools and practices from both formal and informal education, such as storylining, to inform the design of the curriculum. We collected data through surveys, artifacts, observations, screen recordings, and group videos. Our findings suggest that (1) emphasizing curricular coherence as a design goal and (2) providing youth with multiple avenues for engaging in 3D modeling can help to: spark youth interest in 3D printing/modeling, maintain youth engagement in learning activities over the course of several weeks, and provide youth with opportunities to develop their spatial thinking skills.