Abstract:

Cognitive enhancement is associated with the use of devices to improve cognitive function under normal conditions (Dubljević, Venero, Knafo, 2015). The use of 3D printer in activities with kindergarten pupils may offer the opportunity to improve cognitive function of pre-primary’ pupils. The classroom activity with the 3D printer creates a direct link between a virtual 3D-based model and the creation of its accurate physical representation.(Loy, 2014, Birth, 2014) and it always end with a comparison of the characteristics of the real object created by the 3D printer with the expectations based on the project made by groups of peers. The didactic approach in class focus on essential competences like creativity, critical thinking, communication and collaboration.

This work aims to investigate the cognitive functions and skills involved in the use of 3D printers in pre-primary school activities through the administration of standardized tests. The goal is to understand if the use of 3D printing in a didactic activity can contribute to the cognitive enhancement of pupils, according to the implementation of a whole series of learning strategies based on cognitive activation.
Surveys of test use by clinical and school psychologists have consistently found Wechsler scales to be the most frequently used tests of cognitive abilities (Watkins, Campbell, Nieberding, & Hallmark, 1995; Canivez e Watkins, 1998).

The WPPSI-III (Wechsler Preschool and Primary Scale of Intelligence) was administered to 61 pupils (24 females, 37 males) from three pre-primary schools, located one in the north, one in the center and one in the south of Italy. The pupils were assigned to experimental and comparison groups. (experimentation with the 3D printer vs. control). Two baseline sessions were held, followed by a first post-test, after a period of six months. The mean age of students at first testing was 5 years and six months; the mean age of students at second testing was 5 years and 11 months.

The test results show an increase of a Verbal IQ in 2 of the 3 experimental class (p < 0.05). In one experimental class was observed an incrementation at the values of two subtests: for a subtest that analyse nonverbal abstract problem solving and inductive reasoning, the matrix reasoning (p < 0.05) and for a subtest that analyse the working memory, attention, mental control, the letter-number sequencing, (p< 0.05). This study suffer some limitations: first the complexity of the test scale and second the short time interval between the two test administrations. The findings will be used as an indication to plan a more detailed investigation.

References:
[1] Canivez G.L e Watkins M. W (1998). Long-Term Stability of the Wechsler Intelligence Scale for Children- Third Edition. Psychological Assessment, Vol. 10, No. 3, 285-291.
[2] Dubljević, V., Venero, C, Knafo, S. (2015) 5What is Cognitive Enhancement? Pharmacologic, Environmental and Genetic Factors, 1-9.
[3] Birth, J (2014) Mixed media visualization effect on student perceptions and learning outcomes, Conference paper.
[4] Loy, J. (2014). eLearning and eMaking: 3D Printing Blurring the Digital and the Physical. Education Sciences,4(1), 108-121.
[5] Watkins, C. E., Jr., Campbell, V. L., Nieberding, R., & Hallmark, R. (1995). Contemporary practice of psychological assessment by clini- cal psychologists. Professional Psychology: Research and Practice, 26.54-60.

Keywords:

Cognitive enhancement, 3D printer, kindergarten pupils, WPPSI-III.