From Virtual Modeling to 3D Making: A Multi-Study Evaluation of Inclusive Digital Fabrication for Students with Disabilities

Abstract

Students with disabilities often have limited access to advanced digital fabrication despite its potential to support visual, spatial, technical, and participatory learning. This multi-study mixed-methods evaluation examined an inclusive pathway integrating interactive desktop 3D modeling, 3D printing, product development, and digital promotion. Study 1 involved 30 students with autism spectrum disorder aged 767-780 years in a single-group pretest-posttest evaluation of desktop 3D modeling. Study 2 drew on a 12-month community digital-fabrication program involving approximately 60 students with special educational needs, with complete paired applied-skills data available for 19 participants. In Study 1, spatial ability increased from M = 44.83 to 49.50, t(29) = -3.43, p = .002, d_z = 0.63, and learning confidence increased from M = 45.37 to 48.47, t(29) = -2.73, p = .011, d_z = 0.50. In Study 2, understanding of 3D printing, 3D-design skills, and printing-process understanding improved significantly, with large within-sample effects (d_z = 0.767-780.32). Qualitative and program evidence highlighted visual engagement, active exploration, autonomy, peer support, and progression from virtual models to physical products and public-facing presentation. The findings suggest that carefully scaffolded digital-to-physical making can support technical competence, confidence, agency, and participation, although the absence of comparison groups and incomplete archival measurement documentation limit causal conclusions.