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Rethinking 3D modeling software tools in industrial design education: A student-informed framework based on experiences and expectations.

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Title: Rethinking 3D modeling software tools in industrial design education: A student-informed framework based on experiences and expectations.
Authors: Yilmaz, Onur1 (AUTHOR) yilmazonur@itu.edu.tr, Gelmez, Koray1 (AUTHOR) gelmez@itu.edu.tr
Source: International Journal of Technology & Design Education. Apr2026, Vol. 36 Issue 2, p707-726. 20p.
Subject Terms: *Design education, *Computer software development, *Peer teaching, *Psychology of students, Three-dimensional modeling
Geographic Terms: Türkiye
Abstract: Industrial designers' expectations of modeling software differ significantly from those of other professions, primarily due to the unique nature of design and the ways of creative thinking. Understanding the expectations and experiences of students within industrial design education is also of critical importance—both for the design education literature and for software developers aiming to create tools that better support the needs of emerging designers. This study investigates the factors influencing industrial design students' choice of 3D modeling software, their experiences and expectations from these tools. A survey was conducted among 201 students from 19 universities in four different cities of Türkiye, gathering both quantitative and qualitative data. Findings indicate that students prioritize affordability, ease of use, and compatibility when selecting modeling software. Peer learning plays a crucial role in software adoption, with 60% of students engaging in peer-supported learning activities. Additionally, the study proposes a framework for evaluating 3D modeling software based on eleven key dimensions, including understandability, flexibility, and collaboration features. The findings suggest that industrial design curricula should incorporate a more student-centered approach, allowing flexibility in software selection and supporting peer learning environments. Furthermore, software developers can utilize these insights to create tools that better align with students' needs and expectations. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Technology & Design Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Rethinking 3D modeling software tools in industrial design education: A student-informed framework based on experiences and expectations.
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  Data: Industrial designers' expectations of modeling software differ significantly from those of other professions, primarily due to the unique nature of design and the ways of creative thinking. Understanding the expectations and experiences of students within industrial design education is also of critical importance—both for the design education literature and for software developers aiming to create tools that better support the needs of emerging designers. This study investigates the factors influencing industrial design students' choice of 3D modeling software, their experiences and expectations from these tools. A survey was conducted among 201 students from 19 universities in four different cities of Türkiye, gathering both quantitative and qualitative data. Findings indicate that students prioritize affordability, ease of use, and compatibility when selecting modeling software. Peer learning plays a crucial role in software adoption, with 60% of students engaging in peer-supported learning activities. Additionally, the study proposes a framework for evaluating 3D modeling software based on eleven key dimensions, including understandability, flexibility, and collaboration features. The findings suggest that industrial design curricula should incorporate a more student-centered approach, allowing flexibility in software selection and supporting peer learning environments. Furthermore, software developers can utilize these insights to create tools that better align with students' needs and expectations. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of International Journal of Technology & Design Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Text: English
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              Text: Apr2026
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              Y: 2026
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