Bringing 3D Modeling to Life
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This document outlines the development of a tangible user interface (TUI) for teaching 3D modeling to children called TADCAD. It discusses insights from interviews with educators that 3D modeling is difficult to conceptualize. The goal of TADCAD is to make 3D modeling accessible by providing a physical and gamified experience that inspires creativity. The process explores creating tangible controllers and transforming 2D sketches over space and time. It proposes prototyping pieces that can be 3D printed and become tools for further modeling. The next steps involve gesture design, studying how children learn through movement, collaborating with teachers, and assessing learning outcomes over time.
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Bringing 3D Modeling to Life
- 1. TADCAD
- 2. intro
- 4. intro (With laptops) all the interaction and functionality of 3d modeling is loaded into two fingers. Mike, Autodesk “
- 5. intro Cognitive development of projective geometry starts around age 7 Jean Piaget, psychologist and philosopher “
- 6. intro An important part of becoming a good learner is … pushing out the frontier of what we can express with words. Seymour Papert, “Mindstorms” (1980) “
- 7. intro We don't teach 3D modeling because 3D is hard (to conceptualize). David, middle school design teacher “
- 9. concept Help kids learn 3d modeling in a fun and physical way that gets them engaged and inspired to build complex creations
- 11. concept Make 3D modeling accessible to non-experts providing exposure to CAD vocabulary Give kids a new way of thinking anything can be made out of simple shapes Bridging the tangible and the digital closing the confidence feedback loop Inspiring kids with creativity providing goals to build towards
- 12. process
- 13. process
- 14. process
- 15. process Question 1: How do people 3D model without a computer interface?
- 17. Insight: Gestures are powerful as physical metaphors, but they aren’t enough to carry precise meaning They are difficult to capture across cultures and technology mediums process
- 18. Insight: Gesturing with tools provides more immediate and physical feedback “A tool addresses human needs by amplifying human capabilities.“ – Bret Victor process
- 19. process
- 20. Question 2: How might we create tangible controllers for 3d modeling? process
- 21. process
- 22. process
- 23. Insight: Teach 3d through the transformation of 2d over space and time. Start with the same metaphor used in CAD modeling: a sketching plane process
- 25. Question 3: How might we gamify 3d modeling? process
- 26. 9-10 year olds are very goal oriented. Isabel Froes, studying children and digital learning “ process
- 27. process
- 28. process Insight: Create a context that provides a journey Develop implicit goals where kids build the tools they need over time
- 29. process
- 30. process Insight: You can actually build the tools you need 3d printed pieces become a tool for the next phase of the journey
- 32. Question 3: How can this system be prototyped?
- 33. Question 3: How can this system be prototyped? prototype
- 34. prototype
- 35. prototype
- 36. game pad grouper build field camera’s field of view
- 38. prototype
- 39. feedback Question 4: How will children interact with the prototype?
- 40. feedback
- 41. Insight: Gestures are still a learned interaction paradigm feedback
- 43. Insight: Offer inspired play rather than guided play
- 44. Unanswered: Are kids learning from this platform? (also, girls?) feedback
- 46. Next steps: Gesture design Study how kids learn by moving Collaborate with teachers And stakeholders in education Assess learning over time How can we pack learnings into interactions Continue exploring TUI TADCAD is just one solution reflection
- 47. Future features into the future
- 48. into the future Future journeys
- 49. thanks to you & CIID Anders Højmose Bjørns International School Coding Pirates Copenhagen FabLab Carl Emil Carlsen Copenhagen International School Isabel Froes Ishac Bertran Mike Aubry Paal Smith-Meyer Rob Ochshorn Siddarth Muthyala Simona Maschi Tobias Toft Tomorrow Lab & many more