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Integrating 3D Scanning in Interior Design Pedagogy for Workforce Readiness
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DOI：10.3390/educsci16081279.png)
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Abstract
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Emerging digital technologies are reshaping interior design practice, increasing the need for educational approaches that intentionally support students’ perceived workforce readiness. This study examined the implementation of a mobile 3D scanning application within a university interior design course to examine its association with students’ technology learning self-efficacy and perceived workforce readiness. Using a one-group pre–post survey design, data were collected from interior design students who participated in a classroom-based 3D scanning activity using Polycam and completed surveys before and after the instructional experience. A total of 29 pre-test and 21 post-test responses were collected. Survey instruments assessed students’ perceived importance, familiarity, and experience with 3D scanning, along with technology adoption characteristics. Post-intervention measures also examined technology learning self-efficacy and perceived workforce readiness domains, including career development, self-regulated learning, problem solving, and technological competence. Welch’s independent-samples t-tests and Mann–Whitney U tests indicated that the post-test group reported significantly higher perceptions of familiarity with and experience using 3D scanning, as well as several technology-adoption perceptions, than the pre-test group, including ease of use, work style compatibility, efficiency gains, result observability, and trialability. One-sample Wilcoxon signed-rank tests showed that post-intervention composite scores for technology learning self-efficacy and perceived workforce readiness domains were significantly higher than the neutral scale midpoint. Qualitative thematic analysis of open-ended responses further supported these findings, identifying themes of ease of use, engagement, enhanced visualization, creativity, and professional relevance. Overall, the findings suggest that participation in the classroom-based mobile 3D scanning activity was associated with positive post-intervention perceptions of technology learning self-efficacy and perceived workforce readiness.
Keywords:
interior design education
3D scanning
workforce readiness
self-efficacy
technology adoption
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