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<p>The integration of 3D technologies into education opens up new opportunities for the study and preservation of cultural artifacts, particularly in the context of studying ceramics. This study aims to assess the impact of using laser scanning and 3D printing technologies on student satisfaction with the educational process. The study had a quasi-experimental design with two groups. The theoretical part of the taught course “Ceramics of China and Southeast Asia” was the same for both groups. The Intervention group (<i>n</i> = 114) used 3D scanning and printing in practical classes, while the Control group (<i>n</i> = 114) studied using traditional methods. The course lasted 15 weeks. At the end of the course, students in both groups completed a questionnaire on the scales Tutor Guidance &amp; Support, Satisfaction, Content &amp; Experience, Collaboration &amp; Activities. The results of the questionnaire of students in both groups were compared using an independent t-test. The influence of individual student characteristics (gender, age, previous experience) was determined using one-way ANOVA. The Intervention group showed significantly higher scores on Satisfaction, Content &amp; Experience, and Collaboration &amp; Activities than the Control group. Gender and previous experience influenced the course’s perception, while the students’ age was not a significant factor. The obtained results are important for the development of 3D approaches to learning in the field of cultural heritage and archaeology, as well as for the creation of more interactive and effective educational programs that use modern technologies for the preservation and study of cultural artifacts.</p>

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Educational benefits of laser scanning and 3D printing for studying and preserving Southeast Asian ceramic artifacts

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年12月5日

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  • YiXi Chen,
  • Min Wang,
  • Junzhi Ni

摘要

The integration of 3D technologies into education opens up new opportunities for the study and preservation of cultural artifacts, particularly in the context of studying ceramics. This study aims to assess the impact of using laser scanning and 3D printing technologies on student satisfaction with the educational process. The study had a quasi-experimental design with two groups. The theoretical part of the taught course “Ceramics of China and Southeast Asia” was the same for both groups. The Intervention group (n = 114) used 3D scanning and printing in practical classes, while the Control group (n = 114) studied using traditional methods. The course lasted 15 weeks. At the end of the course, students in both groups completed a questionnaire on the scales Tutor Guidance & Support, Satisfaction, Content & Experience, Collaboration & Activities. The results of the questionnaire of students in both groups were compared using an independent t-test. The influence of individual student characteristics (gender, age, previous experience) was determined using one-way ANOVA. The Intervention group showed significantly higher scores on Satisfaction, Content & Experience, and Collaboration & Activities than the Control group. Gender and previous experience influenced the course’s perception, while the students’ age was not a significant factor. The obtained results are important for the development of 3D approaches to learning in the field of cultural heritage and archaeology, as well as for the creation of more interactive and effective educational programs that use modern technologies for the preservation and study of cultural artifacts.