The Effects of 3D Printing on Social Interactions in Inclusive Classrooms

Figures & data

Table 1. Specific information about the participants from each school and teaching topic.

School number:	School grade:	Teaching subject:	Teaching topic:	Number of recorded lessons:	Number of SWD:	Type of disability for SWD:	Number of SWOD:	The task given 3D printer task:
1	second	Native language	Writing	5	1	physical disability- motor control	5	Create a model for letter writing.
2	second	Native language	Writing	5	2	one student with vision impairment and one with physical disabilities	5	Create the Braille alphabet model.
3	seventh	Biology	Cell	9	1	vision impairment	6	Create the model of a plant cell.
4	ninth	Mathematics	Geometry	7	1	vision impairment	5	Create the model of polyhedron.
5.1	ninth	Geography	Regions of Montenegro	8	1	autism spectrum disorder	5	Create the model of our country.
5.2	eight	Chemistry	The structure of Benzene	7	1	autism spectrum disorder	5	Create the model of structural formula of benzene.

Table 2. Codes, subcategories and categories in verbal interaction between SWD and SWOD.

Category	Subcategory	Code	Total code frequency	Code frequency with SWD	Code frequency with SWOD
Positive verbal interaction	Question	Can we start	167	43	124
		Can you help	286	61	225
		Can I help	143	27	116
		Did you understand	312	31	281
		How do you do	254	43	211
		Should we	138	19	119
		Can you explain	179	37	142
		Can you repeat	251	57	194
		Can you do	138	17	117
		Do you agree	312	37	275
		Is it clear	254	11	243
		What is	324	52	272
		Shall I explain	126	14	112
		Can you do it by yourself	294	9	285
		Are you listening	159	28	131
		Are you done	182	39	143
	Answer	I understood	271	51	220
		I did not understand	98	27	71
		I can	376	54	322
		I can’t	83	26	57
		I know that	153	45	108
		I’m confused	75	21	54
		I think	289	67	222
		Why don’t we	256	15	239
		I don’t know	154	31	123
		I got it	204	43	161
	Suggestion	We should	365	59	306
		I suggest	329	43	286
		You could	186	20	166
		Have you thought about	65	7	58
		Let me see	261	63	198
	Informing	I see	176	37	139
		That’s strange	54	8	46
		It’s confusing	139	33	106
		It doesn’t work	249	14	235
		I’ll take notes	357	22	335
		I’m next	286	28	258
		My theory is	73	9	64
		The model is	189	55	134
	Accepting - Agreement	You are right	338	47	291
		Ok	364	61	303
		I like it	265	46	219
		That’s good	219	51	168
		Smart idea	59	13	46
		Good job	153	5	148
		Almost	43	8	35
		I agree	285	75	210
		The same	61	17	44
		Like my opinion	45	9	36
		Yes, that is	128	43	85
	Disagreement	I don’t think so	212	51	161
		You are wrong	97	16	81
		It’s incorrect	126	34	92
		I have other opinion	219	13	206
		That is contrary to	53	7	46
		I disagree	175	21	154
	Instruct	Read please	265	17	248
		Draw it on	269	52	217
		Rotate the model	341	87	254
		Take this part of	275	39	236
		Send a file	189	21	168
		Take a	167	45	122
		Summarize	286	17	169
		Look carefully	214	36	178
		Compare	136	19	117
		Touch the model	289	11	278
		Try the model	219	9	210
		Describe	241	189	52
	Evaluate	You do it well	157	39	188
		You can correct it	135	12	123
		It’s incorrect	192	29	163
		You made a mistake	276	51	225
	Alert	Be careful	275	41	234
		It’s hot	153	34	119
		Don’t touch	104	19	85
	Encouragement	You can do it	286	37	249
		I believe you can	189	17	172
		You are great, proceed	287	11	276
	Compliment	You are smart	178	32	146
		You are great	78	34	44
		You are amazing	32	9	23
	Invite	Come here to see	284	32	252
Negative verbal interaction	Reject	Not with your ideas	45	0	45
		We definitely won’t	51	3	48
	Mocking	Bad language	12	0	12
		Nyah nyah nyah nyah nyah (Teasing)	23	7	15
		Provocative laughing	9	2	7
	Impolite interrupting	Not now	49	0	49
		Later	27	2	35
		We are not interested	8	0	8
		You speak too long	21	1	20
		Stop talking	17	0	17
	Blame	It was your idea	52	16	36
		I told you	37	13	24
		It’s your fault	49	14	35

Table 3. Codes, subcategories and categories in nonverbal interaction between SWD and SWOD.

Category	Subcategory	Code	Total code frequency	Code frequency with SWD	Code frequency with SWOD
Positive nonverbal interaction	Positive facial expression	Smiling	397	124	273
		Winking	23	4	19
		Uncertain/In thoughts	354	89	256
	Positive gestures	Hand alert	65	7	58
		Fist pump	269	45	224
		Fingers directing	491	153	138
		Hand shapes showing	534	219	315
	Touch	Hands touching	164	40	124
		Touching the shoulders	56	12	44
		Handshaking	41	4	37
		Clap their hands together	143	22	21
	Head movements	Nod	317	77	240
		‘no’ head movement	130	51	79
Negative nonverbal interaction	Negative facial expression	Eye roll	59	0	59
		Frown	17	3	14
	Negative gestures	Angry hand movements	32	10	22
		Back turning	7	2	5
		Withdrawal	38	23	15

Table 4. Range, average values, dispersion of results and Cronbach Alpha coefficient for factors.

Factors	N	M	SD	α
Factors 1	39	4.19	.71	.82
Factors 2	39	3.85	.52	.89
Factors 3	39	4.38	.68	.86

Figure 1. The difference in opinions on the contribution of cooperative learning with the implementation of 3D printing to their communications.

Figure 2. The difference in opinions on the contribution of cooperative learning with the implementation of 3D printing to their knowledge.

Figure 3. The difference in opinions on the future use of cooperative learning with the implementation of 3D printing.