Spatial concepts and intermolecular interactions play a pivotal role in chemistry. A thorough understanding of these concepts has long been sought by students at Institute of Higher Learnings and universities. There is a dire need for supplementary approaches to support meaningful learning in chemistry. In this study, the employment of ball-and-spoke and space-filled type coloured 3D-printed models in explaining spatial concepts such as aromaticity, stereochemistry and substitution reaction were explored. Specifically, the study examines the learners’ motivation (with respect to task value and self-efficacy) and perceived learning through mixed methods approach of quantitative survey and qualitative focus group discussion (FGD).
After a three-week exposure to three sets of 11 models, there is a statistically significant (p<0.05) increase in learners’ overall motivation. Data from the perceived learning survey confirmed: a) 3D-printed models help the learners in visualization of sub-microscopic spatial concepts; b) models were perceived to be useful for learning and c) dual usage of both ball-and-spoke and space-filled type models simultaneously helped them to remember substitution (SN) reaction. These results were triangulated by focus group discussion (FGD) which indicated that the learners find 3D-models aid clarity through 3D visualization; assist recollection of concepts through colour coding and add fun through interactions. The authors recommend the continued use of the 3D-printed models and the expansion to other lessons of the chemistry module. This study has the potential to influence the curriculum developers teaching these spatial concepts to include customized 3D models in pursuit of achieving higher learner motivation.