abstract
- Teaching abstract concepts such as cubic crystal structures (SCC, BCC, FCC) remains a challenge in science education, requiring strategies that enhance spatial visualization and conceptual clarity. This study evaluates the educational impact of 3D-printed models compared to large-scale shared models in an undergraduate chemistry course. Two conditions were tested: (i) a control group manipulating a single large model collectively, and (ii) an experimental group using small 3D-printed kits in teams. Students also performed literature searches using an AI-based tool (ResearchRabbit) as a cognitive support to connect theoretical concepts with real-world applications. A total of 162 undergraduate students participated under the TEC21 educational model. Evaluation instruments included a knowledge test, an engagement survey, and an impact and usefulness questionnaire. Results showed no significant differences in knowledge acquisition (p=0.398). However, engagement and usefulness scores were significantly higher in the control group (p <0.001). Findings highlight that the scale of didactic resources and their use dynamics affect motivation and perceived value, underscoring the need for technological innovation to be accompanied by intentional pedagogical design and instructional mediation.