Enhancing Knowledge Acquisition in Visually Impaired Students through 3D Printed Models: A Quasi-Experimental Study
Date Issued
2025-07
Author(s)
Jakovchevska, Aleksandra
Abstract
Purpose: The study was aimed at exploring the educational effects of 3D printing objects to illustrate history learning capabilities both towards visually impaired and sighted students. The study focuses on the efficacy of these tactile models in comparison to a traditional teaching approach for comprehension and retention of historical information.
Methods: Experimental group of blind students to whom the 3D printed models for historical buildings (Eiffel Tower, Leaning Tower of Pisa; Colosseum; Taj Mahal and Pyramids) used as a demonstrative resource were presented; Control group represented by sightless who did not access these resources. They completed pre and post-tests of history knowledge related to the 3D models which were used during the experiment.
Results: There were significant differences within and between groups, for all analyses such as paired t test, ANOVA respectively. Results indicate that there is a statistically significant difference between the total scores of the control group and the experimental group after the intervention, In fact, students with visual disabilities scored much higher in terms of recall and understanding on historical facts if they had access to the 3D models. The progress was less pronounced in the control group but sighted students over time increased their level of knowledge as well.
Conclusions: 3D printed replicas of cultural heritage artifact can be useful teaching aids to assist students with visual impairments in improving learning history. These tactile models are visual and hands-on learning experiences, adding an extra resource for blind or partially sighted students as well. These results indicate that by addressing these models in the curriculum, learning outcomes of students with visual impairments can be improved considerably.
Methods: Experimental group of blind students to whom the 3D printed models for historical buildings (Eiffel Tower, Leaning Tower of Pisa; Colosseum; Taj Mahal and Pyramids) used as a demonstrative resource were presented; Control group represented by sightless who did not access these resources. They completed pre and post-tests of history knowledge related to the 3D models which were used during the experiment.
Results: There were significant differences within and between groups, for all analyses such as paired t test, ANOVA respectively. Results indicate that there is a statistically significant difference between the total scores of the control group and the experimental group after the intervention, In fact, students with visual disabilities scored much higher in terms of recall and understanding on historical facts if they had access to the 3D models. The progress was less pronounced in the control group but sighted students over time increased their level of knowledge as well.
Conclusions: 3D printed replicas of cultural heritage artifact can be useful teaching aids to assist students with visual impairments in improving learning history. These tactile models are visual and hands-on learning experiences, adding an extra resource for blind or partially sighted students as well. These results indicate that by addressing these models in the curriculum, learning outcomes of students with visual impairments can be improved considerably.
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