SketchUp as a Tool for Education: Benefits and Perceptions from Future Educators

The COVID-19 pandemic has caused widespread disruption across all sectors, including Higher Education, forcing a rapid shift to blended and online learning environments. This transition has highlighted the need to identify and integrate effective ICT resources into educational practices. This article examines the perceptions of future Early Childhood Education (ECE) teachers at the Universidad de Cádiz regarding the use of SketchUp, a 3D modeling software, in their didactic-mathematical training. The study aims to evaluate the suitability of SketchUp for mathematics education and to optimize its use while minimizing any obstacles encountered.

Background and Context

The pandemic has changed the ways of communication with and between students completely and the classroom context makes the use of manipulative materials impossible. All this has entailed a deep reflection in search of new procedures to address, amongst many others, the following questions how to plan active learning activities that encourage enquiry and promote the development of the didactic-mathematics competence of students in on-line learning environments, how to replace the use of manipulative materials and how to ensure student motivation and performance?

The study focuses on the use of SketchUp in a workshop called "We build our ideal school," where students were tasked with designing and modeling their ideal nursery school in 3D, based on clearly defined educational principles. The study collected opinions from 203 students through questionnaires to assess the usefulness and satisfaction levels associated with using SketchUp for training in the space and geometry domain (SGD).

The Rise of ICT and Dynamic Geometry Software

The widespread use of new technologies and the search for innovative learning environments that connect with the current interests of students has led to the use of dynamic geometry programmes such as SketchUp. Research suggests that SketchUp can improve visual and spatial skills in students who use it, compared to those who don't. While some studies indicate the software is easy to learn, others highlight that it can be time-consuming and difficult to understand.

Workshop Design and Implementation

The "We build our ideal school" workshop was structured as a contest, with students working in small groups to design a nursery school based on their educational philosophies. Theoretical references imply considering a space that configures an open, communicative, welcoming, stimulating nursery school. The design process was intended to reinforce their mathematical knowledge of reference, the space and geometry domain.

Read also: SketchUp Resources for Students

Replacing Manipulative Materials with SketchUp

The impossibility of using manipulative materials for the development of the training workshop on the SGD opened the door to explore different design and 3D modelling software programmes. The workshop replaced traditional manipulative materials with SketchUp, challenging students to analyze relationships between interior and exterior elements of the school, as well as its location. The software offers 3D modelling on the web, the possibility of viewing the creations on the mobile and cloud storage of up to 10Gb to be able to share the work done. The toolbar enables initiating the building process from geometric figures or lines and transforming 2D structures into 3D models. The software also allows for dimension analysis to ensure appropriate object and room sizes.

Research Methodology

The study adopted a descriptive-interpretive approach, using mixed methods to understand the perceptions of future ECE teachers. Mixed methods combine the quantitative and qualitative perspective in the same study. This allows analysing the characterisation and interpretation of the data in-depth when research questions are complex. An ad hoc questionnaire, structured around the SWOT analysis technique, was used to gather information about the perceived usefulness of SketchUp. A separate online questionnaire, developed and validated by Coll et al. (2008), assessed student satisfaction levels.

Data Collection and Analysis

The questionnaires were administered online in December 2020 via the Moodle platform. The SWOT analysis questionnaire included open questions, such as:

In your opinion, what advantages (strengths) has the use of the SketchUp software offered for the design of your ideal school?
In your opinion, what disadvantages (weaknesses) has the use of the SketchUp software presented for the design of your ideal school?

The satisfaction questionnaire included questions about the overall workshop experience, the use of SketchUp, the teacher's guidance, and the likelihood of choosing SketchUp again in future design activities. The different answers provided by the students were read and analysed as a whole. The relevant data for the purpose of our study were selected from the students' reports,. The unit of information is understood as the unit of significance to be coded, which is highly variable in nature and size (Bardin, 1986, p. The responses were analyzed through content analysis, with emerging categories and indicators developed through an iterative coding process. Regarding the Likert scale questionnaire, the responses were processed following the algorithm proposed by Kvon et al. (2018) for a validated instrument.

Findings and Analysis

The results indicated high student satisfaction with the overall workshop experience and the teacher's guidance. However, satisfaction levels were moderate regarding the use of SketchUp itself.

Satisfaction with SketchUp

Regarding the global evaluation of the students about the use of the SketchUp software (question II) in the development of the workshop, the results of Table 2 show moderate student satisfaction, combining the positive responses (“very satisfactory'” and “quite satisfactory”). The teacher's guide obtained a high global score for 63.1% of the students. Finally, the results obtained in the dichotomous question: If next term/year you were to participate in an activity that required designing objects or spaces in 2D or 3D and you were free to choose, would you opt for the SketchUp software? 54.6% said they would, and 45.4% said they would not.

While 73.9% of students were highly satisfied with the workshop's approach, only 53.7% expressed the same level of satisfaction concerning the use of SketchUp. This difference may be attributed to weaknesses and threats identified by students regarding the software.

Weaknesses and Threats Perceived by Students

Software Management Challenges: A significant percentage (41.4%) of students found the software complicated and difficult to use, requiring considerable time for practice.
Limitations of the Free Version: Approximately 12.8% of students felt that the limitations of the free version reduced the quality and realism of their 3D models, impacting their initial expectations and assessment of the software.
Interaction Difficulties: Some students experienced difficulties interacting with teachers and peers, potentially related to the online learning environment.

Strengths of SketchUp Perceived by Students

The study also identified several strengths of using SketchUp in the educational setting, as perceived by the students. These strengths contributed to the overall positive, albeit moderate, satisfaction levels.

Development of Spatial Visualization Skills: Students found that SketchUp aided them in visualizing and understanding spatial relationships, which is crucial for designing and planning educational spaces. The ability to manipulate objects in a 3D environment allowed for a more intuitive grasp of geometry and space concepts.
Creative Expression and Design Freedom: The software offered a platform for creative expression, enabling students to bring their ideas to life in a virtual setting. The freedom to design and model their ideal school, based on their educational philosophies, fostered a sense of ownership and engagement.
Exploration of Design Alternatives: SketchUp facilitated the exploration of various design alternatives, allowing students to experiment with different layouts, materials, and spatial arrangements. This iterative design process encouraged critical thinking and problem-solving skills.
Enhanced Collaboration and Communication: Although some students experienced interaction difficulties, the software also facilitated collaboration and communication among peers. Working together on the design project allowed students to share ideas, provide feedback, and learn from each other.
Real-World Application of Mathematical Concepts: By applying mathematical concepts to the design of a real-world structure, SketchUp helped students see the relevance and practicality of mathematics in their future careers. This connection between theory and practice enhanced their understanding and appreciation of the subject.

Implications and Recommendations

The study provides valuable insights into the use of SketchUp as an educational tool for future ECE teachers. While the software offers several benefits, such as improved spatial visualization skills and creative expression, it also presents challenges related to software management and limitations of the free version.

Addressing the Challenges

To maximize the effectiveness of SketchUp in educational settings, the following recommendations should be considered:

Provide Comprehensive Training: Offer comprehensive training sessions on SketchUp, focusing on the fundamental tools and techniques. This training should be tailored to the specific needs and skill levels of the students.
Offer Advanced Support: Provide advanced support and resources for students who wish to explore the more complex features of SketchUp. This could include tutorials, workshops, or one-on-one mentoring.
Consider Alternative Software Options: Explore alternative 3D modeling software options that may be more user-friendly or offer more features in the free version.
Foster Collaboration and Interaction: Implement strategies to foster collaboration and interaction among students, such as online forums, group projects, or virtual office hours.
Integrate with Curriculum: Integrate SketchUp into the curriculum in a meaningful way, ensuring that it aligns with the learning objectives and assessment criteria.

Future Research Directions

Future research could explore the following areas:

Impact on Teaching Practices: Investigate how the use of SketchUp in teacher training programs impacts the teaching practices of future educators.
Comparison with Other Software: Compare the effectiveness of SketchUp with other 3D modeling software options in terms of learning outcomes and student satisfaction.
Longitudinal Studies: Conduct longitudinal studies to assess the long-term impact of SketchUp training on the spatial visualization skills and design abilities of educators.

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