2026 ASEE Annual Conference & Exposition

Developing spatial reasoning and projection skills is essential for success in computer-aided design (CAD)–related construction courses. However, visualizing three-dimensional (3D) structures from two-dimensional (2D) plans remains a challenging task for many construction students.
In this study, a 3D printing–supported instructional approach was introduced into an entry-level CAD course and evaluated using a control–test comparison across two academic years. Student learning outcomes from a prior course offering (control group), in which instruction relied on traditional screen-based CAD projection exercises, were compared with outcomes from a subsequent offering (test group) that integrated physical 3D-printed prototypes into projection-based learning activities. The instructional intervention included a CAD projection lab in which students who previously projected 3D views onto 2D drawings were provided with physical 3D-printed building elements corresponding to their digital models. By shifting from screen-based visualization to hand-based exploration, the intervention aimed to support students’ comprehension of geometry, spatial relationships, and projection principles.
Following the projection-focused laboratory activities, students in the test group completed a collaborative design project in which they were allocated a plot of land and tasked with developing a 3D model of a single-family home, fabricating the model using the campus 3D printing facility, and working in teams to conceptualize a shared neighborhood environment with features such as a clubhouse, swimming pool, playground, and tennis court. This group project provided an applied context for evaluating spatial reasoning, collaboration, and engagement under the 3D-supported instructional condition.
Survey results from this pilot comparison indicate that the incorporation of 3D-printed models was associated with higher perceived spatial understanding, engagement, and teamwork when compared with the traditional CAD-based approach. Although the small-scale nature of this pilot study limits generalizability, the findings demonstrate the potential of blending digital modeling with physical fabrication to bridge the gap between abstract visualization and tangible spatial understanding in CAD and BIM education. Future work will expand the sample size, incorporate additional learning outcome measures, and explore the integration of augmented reality to further enrich spatial learning experiences in construction education.