Curriculum Development of EdTech Class Using 3D Modeling Software for University Students in the Republic of Korea

Abstract

This study discusses the development of a software-centered EdTech (Education Technology) class model via the implementation of a course titled “3D Time Machine” at a 4-year university in the Republic of Korea over two semesters. The course focused on teaching the 3D modeling software Blender within the history department. The primary objective of offering this course was to equip students from the digital generation with the capability to manipulate digital technology effectively for their sustainable lives and individual development. By studying historical materials and accumulating domain knowledge, students could construct their narratives from their unique perspectives. This aimed to foster their proficiency in digital technology operation, preparing them for a sustainable education environment increasingly centered around virtual worlds. As the use of virtual worlds gains prominence in educational settings, there is a growing need to incorporate curricula that prepare students to thrive in a “leaving no one behind” society as well-prepared citizens. Assessing the digital competencies of contemporary university students and designing instructional models with particular attention to their needs is becoming increasingly important. This research draws insights from interviews, conducted in both face-to-face and written formats, with students who participated in the “3D Time Machine” course. The interviews revealed valuable insights that can be actively incorporated into the development of software-centered EdTech instructional models. They reported that they expanded their perceptions as they learned how to make their ideas tangible. The course helped students overcome their fear caused by the vagueness of digital technology. These opinions significantly contribute to the development of practical digital educational courses that can be easily and rapidly acquired and applied within virtual educational environments. In conclusion, this kind of course effectively employs 3D modeling technology, a software-centered EdTech, as a core element in helping students develop their narratives rapidly and diversely, thereby playing a crucial role in their ability to articulate their unique perspectives.