You are here:

3D digital design and elementary students’ spatial visualization skills PROCEEDING

, University of Central ArkansasCollege of Education, United States

Society for Information Technology & Teacher Education International Conference, in Austin, TX, United States ISBN 978-1-939797-27-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA


3D design and digital fabrication have become a popular topic in education because this technology has become more affordable accessible for schools and districts. The maker movement (Doughtery, 2012) encourages creation and exploration through 3D design and printing, but a void exists in current literature surrounding students’ skill development as they digitally design and manipulate 3D objects. This paper reports the investigation of one possible benefit of the digital design process by asking the question, “Do fourth and fifth grade students who interact with basic digital design software increase their ability to recognize 3 dimensional rotations?”


Trumble, J. (2017). 3D digital design and elementary students’ spatial visualization skills. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 114-117). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE). Retrieved August 17, 2018 from .

View References & Citations Map


  1. Berry, R., Bull, G., Browning, C., Thomas, C., Starkweather, K., & Aylor, J. (2010). Preliminary considerations regarding use of digital fabrication to incorporate engineering design principles in elementary mathematics education. Contemporary Issues in Technology and Teacher Education, 10(2), 167-172.
  2. Buehler, E., Grimes, S., & Grimes, S. (2015). Investigating 3D Printing Education with Youth Bull, G., Maddox, C., Marks, G., McAnear, A., Schmidt, D., Schrum, L., et al. (2010). Educational implications of the digital fabrication revolution. Journal of Research on Technology in Education, 42(4), 331-338.
  3. Bull, G., & Groves, J. (2009). The Democratization of Production. Learning& Leading with Technology, 37(3), 36-37.
  4. Hester, K., & Cunningham, C. (2007). Engineering is elementary: An engineering and technology curriculum for children. American Society for Engineering Education Annual Conference& Exposition, Honolulu, HI. Designers and Adult Educators. FabLearn 2015.
  5. Dougherty, D. (2012). The maker movement. Innovations, 7(3), 11-14.
  6. McKay, C., Banks, T.D., & Wallace, S. (2016). Makerspace classrooms: Where technology intersects with problem, project, and place-based design in classroom curriculum. International Journal of Designs for Learning. 7(2), xx-xx. Retrieved from:
  7. Rogers, C., & Portsmore, M. (2004). Bringing engineering to elementary school. Journal of STEM Education: innovations and research, 5(3/4), 17.
  8. Tillman, D., An, S., Cohen, J.D., Kjellstrom, W., & Boren, R. (2014). Exploring Wind Power: Improving Mathematical Thinking through Digital Fabrication. Journal of Educational Multimedia and Hypermedia, 23(4), 401-421.
  9. Tillman, D., Kjellstrom, W., Smith, S., & Yoder, E. (2011). Digital fabrication scaffolds for developing preservice elementary teachers’ mathematics pedagogy. Proceedings of Society for Information Technology& Teacher Education International Conference.
  10. Yoon, S.Y. (2011). Revised Purdue Spatial Visualization Test: Visualization of Rotations (Revised PSVT:R) [Psychometric Instrument].

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact