As I have mentioned in the past, my primary role is to work with all K-12 teachers to incorporate technology into the curriculum. This year, my middle and senior school teachers have been incorporating 3D design and 3D printing in problem solving and design activities for various courses including math, physics, and environmental science. As stated by Zydney & Warner, “additional research is also needed in order to determine how mobile apps can serve as problem-solving tools through the scientific process in addition to scaffolds or supports” (p. 14). One type of mobile app that I have yet to explore is mobile-based 3D scanners. These apps take a series of 2D pictures to create a 3D model; some utilize augmented reality (AR) and virtual reality (VR) to aid in target acquisition. Winn argues that “exposure to an environment can lead to physical changes in the brain, resulting in heightened perceptual sensitivity, which leads a person to actually see things differently in the environment” (p. 18). This type of technology could help students investigate and manipulate physical objects, and develop structural modifications and solutions.
An example of this type of technology is Qlone which is available free on the Apple App Store. This application requires the user to place the target object on a template printable in any size.
Here is a video that demonstrates the Qlone application: https://www.youtube.com/watch?time_continue=49&v=BkOxvT_esQo
The power of this type of mobile application will certainly grow once they develop the ability to quickly capture 3D objects and landscapes within the natural environment. This leads to my questions for you:
- Some obvious applications for 3D scanning would include measuring surface area of actual objects (math), and analyzing the external structures of insects (biology). Do you see any applications for 3D scanning in your classroom?
- Dunleavy, Dede, & Mitchell (2008) mention that students may not be accustomed to AR which requires a large investment in modeling, facilitation, and scaffolding to be built into the virtual leaning environments. Do you think that it is worth the time/money to develop and implement these artificial environments or is it better spent working with AR/VR tools built for real-world applications?
Dunleavy, M., Dede, C., & Mitchell, R. (2009). Affordances and limitations of immersive participatory augmented reality simulations for teaching and learning. Journal of Science Education and Technology, 18(1), 7-22.
Winn, W. (2003). Learning in artificial environments: Embodiment, embeddedness and dynamic adaptation. Technology, Instruction, Cognition and Learning, 1(1), 87-114.
Zydney, J. M., & Warner, Z. (2016). Mobile apps for science learning: Review of research. Computers & Education, 94, 1-17.