Choi, W.; Kim, S. Curriculum Development of EdTech Class Using 3D Modeling Software for University Students in the Republic of Korea. Sustainability2023, 15, 16605.
Choi, W.; Kim, S. Curriculum Development of EdTech Class Using 3D Modeling Software for University Students in the Republic of Korea. Sustainability 2023, 15, 16605.
Choi, W.; Kim, S. Curriculum Development of EdTech Class Using 3D Modeling Software for University Students in the Republic of Korea. Sustainability2023, 15, 16605.
Choi, W.; Kim, S. Curriculum Development of EdTech Class Using 3D Modeling Software for University Students in the Republic of Korea. Sustainability 2023, 15, 16605.
Abstract
This research discusses the development of a software-centered EdTech (Education Technology) class model through the implementation of a course titled "3D Time Machine" at a 4-year university in Republic of Korea over two semesters. The course focused on teaching 3D modeling software, Blender, within the history department. The primary objective of offering this course was to equip students from the digital generation with the capability to manipulate digital technology effectively. Through studying historical materials and accumulating domain knowledge, students could construct their narratives from their unique perspectives. This aimed to foster their proficiency in digital technology operation, preparing them for an education environment increasingly centered around virtual worlds. As the use of virtual worlds gains prominence in educational settings, there is a growing need to incorporate curricula that prepare students to thrive as well-prepared citizens in future societies. Assessing the digital competencies of contemporary university students and designing instructional models with particular attention to their needs is becoming increasingly important. This research draws insights from interviews, conducted in both face-to-face and written formats, with students who participated in the "3D Time Machine" course. The interviews revealed valuable insights that can be actively incorporated into the development of software-centered EdTech instructional models. They reported that they expanded their perceptions as they learned how to make their ideas tangible. The course helped students overcome their fear of digital technology. In conclusion, the course effectively employs 3D modeling technology, a software-centered EdTech, as a core element in helping students develop their narratives rapidly and diversely, thereby playing a crucial role in their ability to articulate their unique perspectives.
Keywords
EdTech; 3D modelling; digital narrative; software class; Blender; 3D design; 3D education; university education; digital education; higher education
Subject
Social Sciences, Education
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
