Empowering Creativity: How 3D Pens are Transforming Student Learning

This first blog post will critique the use of three-dimensional (3D) pens and how they can be utilised to enhance student creativity.

3D pens are an excellent tool teachers can incorporate into educational tasks to promote tangible experiences towards learning and prompt students to think differently about tasks (Rosenski & Palatnik, 2022). 3D pens are a handheld device that heats plastic filaments through a nozzle to produce a solid structure (Ng, 2021). As one maneuvers the pen, a 3D model is created instantly either on a surface or in the air, which you can view in the video below (Ng & Sinclair, 2018).

3D pens are well-suited to many educational activities to enhance students to think creatively and retain information when learning various syllabus outcomes. For example, 3D pens would be ideal to incorporate into a lesson about 3D geometric shapes. Students can utilise the pens to construct their own 3D shapes, view their peers’ shapes and make their own inferences surrounding the characteristics to create a deeper level of understanding (Ng & Ye, 2022).

Fig 1.1 example of 2023 Mathematics syllabus link (NSW Education Standards Authority, 2023)

Fig 1.2 by Brianna Gray

Fig 1.3 by Brianna Gray

The use of 3D pens for learning about 3D geometric shapes aligns with the Loveless (2003) ‘Conceptual Framework for Creativity using ICT’. Loveless (2003) framework proposes that the interaction between creative processes, features of ICT and the ICT's capability allow for higher order thinking, development of new ideas, and the ability to creatively evaluate one's own work allows for an enhanced learning experience.

Figure 1.4 (Loveless, 2003)

This task allows students to be creative in constructing the shapes, developing ideas, exchanging information with their peers and reviewing and modifying their work (Loveless et al., 2006). A study by Ng et al., (2020), which compared the use of 3D pens vs dynamic environments to teach primary school students about geometric 3D shapes, found that students with using 3D pens demonstrated better retention of the properties of 3D solids than their dynamic geometry counterparts. Results from this study reinforce the benefit of combining creativity, technologies and learning for an overall improved educational outcome.

However, its important to note that whilst 3D pens provide a unique approach to learning, they can be costly, require patience, and technical skills like precision which younger-aged students may not possess. These limitations are important to keep in mind when planning lessons, the require use of 3D pens (Dousay & Weible, 2019). Yet, when available and appropriate, 3D pens are a great tool teachers can incorporate into their lessons to elicit students to enhance student creativity.

Check out this 6-minute video on how to use 3D pens!

References

Dousay, T. A., & Weible, J. L. (2019). Build-a-bug workshop: Designing a learning experience with emerging technology to foster creativity. TechTrends, 63(1), 41-52.

Loveless, A. (2003). Creating spaces in the primary curriculum: ICT in creative subjects. The Curriculum Journal, 14(1), 5-21.

Loveless, Burton, J., & Turvey, K. (2006). Developing conceptual frameworks for creativity, ICT and teacher education. Thinking Skills and Creativity, 1(1), 3–13.

Mr Useful. (2016). 3D Pen | How to draw in 3D using a 3D pen (video). YouTube. https://www.youtube.com/watch?v=chq9NiQ86NI

Ng, O. L. (2021). How ‘tall’is the triangle? Constructionist learning of shape and space with 3D Pens. International journal of mathematical education in science and technology, 52(9), 1426-1432.

Ng, O. L., & Sinclair, N. (2018). Drawing in space: Doing mathematics with 3D pens. Uses of technology in primary and secondary mathematics education: Tools, topics and trends, 301-313.

Ng, O. L., Shi, L., & Ting, F. (2020). Exploring differences in primary students’ geometry learning outcomes in two technology-enhanced environments: dynamic geometry and 3D printing. International Journal of STEM Education, 7, 1-13.

Ng, O. L., & Ye, H. (2022). Mathematics learning as embodied making: primary students’ investigation of 3D geometry with handheld 3D printing technology. Asia Pacific Education Review, 23(2), 311-323.

NSW Education Standards Authority. (2023). Mathematics K–10 syllabus. https://curriculum.nsw.edu.au/learning-areas/mathematics/mathematics-k-10-2022?tab=content

Rosenski, D., & Palatnik, A. (2022). Secondary students' experience using 3D pen in spatial geometry: affective states while problem solving. In Twelfth Congress of the European Society for Research in Mathematics Education (CERME12) (No. 08).