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 |
|---|---|
| Language: | English |
| Authors: | Onur Yilmaz (ORCID |
| Source: | International Journal of Technology and Design Education. 2026 36(2):707-726. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Computer Simulation, Computer Assisted Design, Computer Software, Foreign Countries, Higher Education, College Students, Usability, Student Attitudes, Student Experience, Computer Uses in Education |
| Geographic Terms: | Turkey |
| DOI: | 10.1007/s10798-025-10016-z |
| ISSN: | 0957-7572 1573-1804 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 20260101 |
| Accession Number: | EJ1510491 |
| Database: | ERIC |
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| 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. |
|---|---|
| ISSN: | 0957-7572 1573-1804 |
| DOI: | 10.1007/s10798-025-10016-z |
