Using AR/VR in a Variety of Ways

 

We've spoken about our Pet Day 2026 created senior Fairy Village.  Each of the students had a section of the diorama that was put together to form a large display.   It wasn't our junior students display however we were wanted to use it as a backdrop and background for our students to use their iPads and the Tinkercad App and its ability to project images using the AR/VR button.

There's so many examples of this process and how we've used this with our students with a variety of environments.   There is no green screening or additional resources required for the students to complete the work - the students simply project the design, either an original creation from themselves or something that the have found online or part of the Tinkercad resource library.

You can click here to see how we've used it with our Puanga Art Project earlier this year working on 'Pumpkin' celebrations this year or even our 2025 designed Christmas Tree's.

This example shown left features a Polar Bear from the main Tinkercad interface.   The students did not design the bear it was simply located from the search bar and then imported into the Tinkercad App.   From there the student was able to simply click on the AR/VR button and using their iPad projected the image onto the scene.   The Polar Bear image was then taken as an iPad screenshot.   The screenshot was saved to the students camera roll.   This image was then altered by being run through a range of filters.   For this process we gave the students the option of using the editing process for the photograph or using another app - which in this case was Pic Collage.

This image shown left is the 'Starry Night' filter with the Pic Collage App.   It has been used in conjunction with Tinkercad.   In the middle of the bridge, which was set up between the two classrooms work - a car has been projected onto the bridge.   At the same time there were other students in the background - these are the figures that you can see standing int the background although their image, features and ages have all been significantly altered.   The teacher themselves was in the middle of the photograph and has been removed and replaced as a cape or a sheet - which has been a discussion and talking point all in itself with the students.   The process to complete has taken under one minute to apply the generic filter.

The process was also completed with other filters such as shown left.   This design was created by a student - its first stage was the designing of the Angel like figure which is on the bridge (this is the same bridge with the 'Starry Night' filter above).   The figure was then projected into the middle of the bridge.    When that was completed the student decided that they wanted to use a filter to complete the design and this was the same filter that was used with the other recent post detailing this process the B/W Pencil option.

We have been using Pic Collage as an option for AR/VR purposes.   Recently with the development of more individualised AR/VR with programs such as Chat GPT.   Pic Collage not to be outdone have introduced an open option for the purpose of filters - in the case of the example on the left the student took a photograph of the Fairy Village, and focussed on the pond part of one of the sections.   They then made the decision to create a AR/VR input of make the filter like the 1400's - which then transformed it into the market scene that is shown left.

This is another example of focussing on one element of the fairy village - the pond.    This was created by students, the AR/VR component of it was the duck that was projected into the middle of the pond (this is the same pond that was featured in the photograph above and had the 1400's filter applied to it).

Once this had been screenshot by the student the process of selecting a range of filters was then carried out.   The selected filter was the Pic Collage - Japanese Cherry Blossom that then added the different layers to the final image.   

It goes without saying that the goal of each of the projects is to produce a digital image and not a 3D Print of a physical nature.  

Using PicCollage And Tinkercad - AR/VR Development

 

For Pet Day 2026 our students across the school developed a range of ideas.   For our students in Room Two and Room Three, the senior classrooms with Year 7 and Year 8 students there was an overall theme of a 'Fairy Village' of recycled designs and fantastical village designs.

Our students took the opportunity to use these backgrounds for some creativity involving the use of Tinkercad (for its ability to design and create) and specifically the Tinkercad App and their iPads (which have the ability to project an image onto another location or place).   There are many examples of this process shown here on this blog  which you can click on the link here or use the search bar top right and  use the rag AR/VR.

Our students were given a tour of the displays and then asked to select something suitable that wouldn't look completely out of place in the display.   We then took our technology to the classrooms display and completed the projection process.  This took a few minutes as we had pre-prepared the designs or selected designs that we felt would work well.

One example was the process using the frog from the main Tinkercad interface.   This design has appeared on our blog in the past, as its one of our giant sized AR/VR figures that we showed off in February of this year.

Once the image had been snapped we weren't quite finished, the AR/VR process produces some creative designs but we have also for a number of years now then used additional apps to further enhance or alter the image that has been created.  Pic Collage has been a firm favourite with the ability to take the students image and use a variety of filters and now AR tools to change the image.   In the example shown left you can see the screenshot taken by the student in the process of then applying a filter which in this case was the B/W Pencil filter.   The student has then selected the frog and re-generated this part of the image so its stands out.   From here the final part of the process would be to crop the picture, although as it has been shown here you can see the design page from the Pic Collage app.

This image is another version of the same process - the student has open up the relatively new feature of the AI powered editing process whereby using prompts and writing the picture can undergo further developments and changes.

In this example shown left the frog is visible to the top right of the small pond, which is in a different location to the original as the student was experimenting with the best way to hide or place the frog striking a balance between placing it somewhere were it could be located to having it somewhere which look natural.  

The entire process for this was completed in a single block of time which from start to finish was twenty five minutes by a nine year old working under classroom supervision with the teacher.   There was no input into the creation or design process as the student was capable and able to complete it themselves.

In the image shown left the student used their creativity with a number of factors - they took a phot of their hand holding a bug, which they then regenerated and used the fairy village as the background.

Again this is a screenshot from the Pic Collage app so you can see how the students have applied the idea and the creativity and how it could be used in the classroom.   Obviously this is another example of using the design process that is provided by Tinkercad and applying it in a sense where a 3D Printed project is not the object - in this case it is the image which can then be used for a variety of purposes such as a display (or a colouring in page that is unique and specific to the students).

Pet Day 2026 is Nearly Here!

We've back at school in New Zealand and back for one of our most exciting weeks of the year - our annual School Pet Day.

This is when our students are able to bring pets to school and show their Lamb, Calves and other animals off in the best possible way.   This year we are also working hard on our art displays in the classroom and of course in Room Seven we are using our AR/VR skills and our design work such as our Tin Can Design that are also including a 3D Printed insect.  We have also been using Tinkercad and its AR/VR ability to ensure that we are creating, prototyping and working on our CAD design skills with out students.

Want to see what Pet Day is like at our school in New Zealand - well of course we have the amazing Mr Bloor and his videos such as our 2024 Pet Day Video which you can view by clicking on it here.

We also have some examples, work and great things to share.  Today in class we had a little time to work on our Tin Can Art Displays and also decided to look at using Tinkercad and its AR/VR features to have some fun.

Each photo on this page has a Tin Can theme but also has something that is not present in the actual scene as our students have AR/VR it into place.

In the very first photo it is the butterfly, in the second photo, immediately to the your left you can view the ladybird, but this is the 3D Print that we featured last week, so it is not present at all!

Later on we will be presenting another edition of 'Tinkercadhunt' when we use the Pet Day backgrounds as a project location.

There's also last years video from Mr Bloor below which you can watch with our students showing off some of their skills in art and animal care and responsibility! Can't wait until Thursday!

Chat GPT - Tinkercad/3D Printing

 

While working remotely at present setting challenges specific to the students at 'home' can be somewhat of a challenge.   In this time of being somewhat time-poor an advantage is to use tools such as Chat-GPT to create general resourcing but we have already had a number of instances when we have been able to use it for 3D Printing and specific design tasks using our favourite app Tinkercad.

In this instance the task is to create some authentic storage for a Kaibot Robot, which we intend to print using our H2D Bambu Printer.

This has allowed us to produce a task that the students can use as a guide in a short space of time.    When we discuss with the students we can then refine their designs, assess their AR/VR creations and look at potential revisions before we begin the printing process once this has been completed.

We are completing this work for our friends at The Gardens School in Auckland - you can visit their school page by clicking on the link here.  We have also completed some projects for them in the past, a summary of which you can access by clicking on the link here.

3D Printed Projects in Action: Weekly Summary

 

Five and six year olds at Auroa Primary School are 3D Printing, well they are with the assistance of the experts in our classroom.   We are continuing to buddy up with a range of younger students and start the CAD design and creation process with these 'new' students.    Our students are taking on a mentoring role and starting with the basics.   The students are of course using Tinkercad combined with the Tinkercad App and either our Bambu H2D or P1S to complete a range of short term original projects such as the one shown above - with a thirty minute print time and a $0.35c price point using regular PLA.

We've also starting exposing students to using AI in a positive way as a filter - by taking the Tinkercad design of students, AR/VR the design and then posing with a photo, of the design before the final touches are applied using a filter, in this case Pic Collage however of course Chat GPT is also a viable alternative.

In the example shown left the 'hearts' featured in the design is the 3D CAD Design via Tinkercad.  It has then been projected into the arms of the student who is on the slide in the playground.  Of the playground the only part of the image that has remained is the slide and the poles either side of it.  This is the same slide that was featured in another range of AR/VR work that featured the Ooshie stand although in this example the background was completely different.

We also have set our students another design concept or challenge one that involves the school laser cutter.  Our senior students (Year 7/Year 8) have their Design Education Production (DPE) and as part of it produce this Monster Box.   the print has space for an insert and so the challenge for our students is to use their 3D Design skills to create something that can form storage or an inside of a box.  It needs to be obviously measured accurately and carefully.

It could potentially used to store smaller objects and items (currently thinking is based around jewellery, Ooshies or earrings).

Our students have the MDF chest and will be again using Tinkercad, the Tinkercad App and their iPads for the design.

Finally we're always encouraging the students to bring in objects that we might be able to personalise or adapt not just because they make interesting projects but we also have in mind our upcoming School Market Day (which will be held next in 2027)

One such project under consideration is the moment in replicating this rugby kicking tee - as it is plastic it is close in composition to PLA however the students of course have realised that they can produce their own kicking tee with their individual players name - designed into the side of it.  Further updates for all of these projects will follow.

Ooshie Stand: Generating Ideas

 

One of the areas of excitement at the moment is a group of collectible toys that are available from a local supermarket.   They are collectables aimed at 'encouraging' the purchase at the franchise which then gifts the buyer a range of the toys.  They range in height from 30-40mm and generally 30mm wide.

In this example shown left one of the teachers from our school used Chat GPT to create a model stand for their classroom collection.   The stand was connected via interlocking pieces (and is not glued together).   In this instance the print was completed using glow-in-the-dark filament. 

This inspired our classroom to consider how they might be able to create and design their own version of these and consider how they might be personalised or developed further.   The size of the objects that need to be displayed meant that a small print would be completed for the project.

As we do typically with this kind of design project the first stage is for the students to build a virtual design and then test its viability by using the Tinkercad App to project an image of their own versions into different locations around the school to look at its presentation, scope and scale.  

In this example shown left the student has advanced the teachers design by adding a name on the top of the highest shelf.   The students were then able to share the designs back to each other to consider how they could develop, expand and then further adapt their designs.    Once this has been completed the process of printing out several of the designs will be completed to again use as examples and review them, consider them and help guide and refine their designs.

3D Printed Junior Challenge: AR/VR Movement

 

This is the companion post to the challenge involving movement from the end of last week, the first physical examples of which are posted on this blog here.

As we have stated a number of times on this blog we are essentially trying to run the entire output of our classroom this year off a single printer.   This produces a challenge for the teacher that the students cannot all physically have their prints produced at one go, and also need to test the viability of their prints and designs.   The way that we do this varies but chiefly we use the AR/VR Tinkercad App feature to project, rotate and size the designs.   When doing so it tends to be very obvious if there are any flaws in the students designs and they can also have fun with how they approach their prints thinking about innovative ways to display them or have them interacting with the environment.

In the example top left a attempt to produce a small dog toy has been oversized and placed on the ramp outside of the classroom.   In the second example shown left a design was placed under a running tap to create an illusion suggested by the running water.

In both instances the students came up with the concept and ideas independently (they are eight and nine year olds) and then projected the image in place with their iPads and used the Tinkercad app to do so.

There are a range of pictures that have been produced with this activity - we are going to take a wide selection of them and put them on the Facebook page that is associated with this blog.  You can locate that by clicking on the link here.

Room Seven Auroa Primary School: Week Nine

 

We've approaching the school holidays in New Zealand where we have our mid year break.   As it is a very busy time for our students we have a number of projects that are ongoing at the moment - and we wanted to share and highlight some of these.

In the print featured left the students working on the toy tractor accessories have reworked their original design which was featured on this blog here   It has been considerably resized however now works in conjunction with the tractor perfectly and the students are now looking at ways to refine the design and develop further accessories along the same lines.    

A seperate group of students are experimenting with the process of linking - starting with their names.   They are working with a former student who spent a considerable amount of time last year mastering the art.   You can see example of this students work here and here.   This is the link to the earlier post this month on the subject which you can see by clicking here.

Our students have been working in pairs on the 2026 version of the 'Pencil Sharpener Challenge.

In this challenge students have to take a small physical object (in this case a pencil sharpener, regular size to sharpen a regular HB pencil0 and build a 3D Print to house it.   This involves the students engineering a problem that needs to resolve the location and depth of a print, the exit of the sharpening once its been used and the overall look and composition of an original design.

It has proven to be something of a semi-regular challenge that involves a small outlay but allows the students to be engaged and consider size as well as the challenge of building something around an object.

There are a number of designs that feature on this blog that you can access by clicking on the link on the top right hand corner of this blog, as a search bar will allow you to locate everything tagged with this.

During the holidays we are celebrating our Matariki National Holiday - although we celebrate it slightly different in our region (Puanga).   This project is going to be a significant art project for the remainder of the term.    

Our students have been creating AR/VR images of both the constellation (for Matariki) and the star for Puanga which will be a physical display in our classroom.   You can click on the link to this work here or you can as always use the search bar.

Finally as an Apple Distinguished School we are sending a number of staff to the ANZ Apple Summit in July, please get in touch with our teachers (from Auroa School) if you see them there.

Using Tinkercad to create Matariki AR/VR Design

 

In New Zealand we have the Matariki Celebration coming up next month.   At our school we have a number of projects that we want to create for this celebration.   When considering this event we also need to take into account location variations such as ourselves in Taranaki celebration a variation of this with Puanga.

We used Tinkercad to create a students versions of the stars.   We wanted the students to create their own version of this group of stars and then project them into different locations and also look at the different grouping of the stars, the relative size of the stars and the different locations so that the group could be recognised.

This work plane from Tinkercad is a students representation of the group of stars.   This was the students first attempt to create this and is going to undergo some revision and reworking.   This version of the cluster also used a basic star shape before the students had the ability to modify and adapt the design.   A number of the students in the classroom had completed different versions of this group of stars.   One had introduced labelling into the design and had the names of each of the stars in Maori written underneath the picture.

Again the sharing of this project with the students had helped them create the ideas and think about different ways that they could use Tinkercad to show this design and how it then might be created.

Once the design was created the next step was to look at locations where the students could use the Tinkercad App to AR/VR the design onto a blank background.   Once this had been completed the students then took the image that was projected and applied a pic collage filter.

This is the design from one of the students (it is shown above) then projected onto the floor of the classroom.   The shapes that are created by the AR/VR image maker are the carpet from the floor and also the walls and the furniture into the classroom.

The students then attempted to look at a number of locations and different filters which they could apply and attempt to find that best that represents the constellation.

Some filters tend to make the design less dramatic and not stand out - and there are some experimenting to go and we are also looking at different filters, exposures and editing of the photograph to improve the presentation.   There will be a number of additional images for this activity uploaded on the Facebook page, you can locate that by clicking on this link here.

Modified SVG - Reworking a SVG

 

Challenge: Student locate an SVG file and adapt it significantly.   As note from a number of recent prints this project started with an SVG file.

Background: As noted this came as an extension project as part of our students sourcing of SVG files.  In this instance this student wanted to have an animal from another country to represent themselves and then convert it into having a stand.

The student then created base and featured their name on it prominently.   They were working as part of cohort one (having used Tinkercad since the start of the year) and are seven years old.  They were able to complete task independently without teachers input.

Resources used to complete the task: Tinkercad App, iPad, Bambu Printer (P1P) and Bambu PLA, Pic Collage was used for the AR/VR imaging.  

The design was then put into the Tinkercad App and the iPad was used to AR/VR the image.   This image was then put through a further filter being an AR/VR filter which was a 'Magic Camera' option from the Pic Collage App.

Level of Difficulty: Medium - the design was repeatedly reworked by the student until they were happy with it and adding the AR/VR element to the presentation.

Size: The print measured 140mm across at the front of the base, the height of the base was 50mm high and 20mm wide.  The deer itself 110mm across and 120mm high.  the silhouette of the print was 10mm wide.

Cost/Price: The price of the print was two dollars and fifty cents based on the use of the PLA that was 83g of PLA for the print and 17g for the support of the print.

Timeframe: Six minutes of print time and three hours and seventeen minutes of project print time.  This print was completed during the basic settings for the printer including the speed and infill on the print.

What we would do differently/Next Steps for the students:   The front leg of the print as can be seen in the picture is bent - this proved to be challenging for the printer to complete as essentially it was a curve.  While this did not appear obvious when looking at the virtual image on the iPad however it became a challenge in practical terms when printing it.   

It is going to involve a resolution between the design and the practical creation process of the printer.

Importing SVG Files Into Tinkercad

 

We've written about a range of uses for AR/VR aspect of Tinkercad.  We're always looking for 'quick' activities to engage our students.

In this example here the students imported an SVG file into Tinkercad.   In this case the student emphasis was on finding a creative file to import instead of designing the figure themselves.  There is an 'import' button on Tinkercad - its an extra option top right hand corner of the app (under the three dots).   When this is selected you have the option to import a range of files.

We had looked online for a suitable .SVG file that we could use.   The criteria is a bit varied but essentially the smaller figures tend to be able to imported quickly some larger more detailed files required a lot longer to do so (and some did not import at all).

We made a range of files available rather than allowing students to randomly search for .SVG files - as with anything else you need to be aware that there is a range of files, some of which are not necessarily suitable for students.

We also of course wanted to consider the possibility of creating 3D Prints from this process - however we are looking at the prints and recognising the ones that would not be suitable, this was a really positive discussion for our class and we also wanted to look at how we might take an original image and then modify it for another purpose - to ensure that it had something other than a novelty value.

 This was a one off activity but it is assumed that the students will take this knowledge and ability and be able to start moving forward with a range of designs and ideas from this process.

There were many more photographs from this range of activities (there are twenty one students in the classroom) however we wanted just to share a few of them and share the idea.

For the teacher we used 'Free SVG' site to locate the files.   You can visit that site by clicking on the link here.

AR/VR Design Creating 'Not Lego: Lego'

 

We blogged recently about the store purchased 'Not Lego: Lego' that  had been created as a set for a figure.

Our first challenge involving this set was for the students to create a figure that could fit into this scene.   The figure needed to be a 'Lego' like figure.  You can see our post about that here.   Next steps from here was to manipulate the figure and combine it with a pic collage figure as shown here.

Finally we applied a challenge for the students to create a piece of furniture that could fit in with the scene.   This is slightly more complicated than the figure as the idea for the students to 'hide' something that replicates the scene so much that it appears to fit (as opposed to the cartoon figures of several of the 'Lego' designs).  

We have previously used this process in a number of ways - most notably with our #tinkercadhunt challenge from last year.   That post is linked here when we used our Lamb and Pet Day school dioramas to place an original figure within a location.

In this instance if you view the two screenshots from the students iPad the additional added design should be obvious which is the table in the top right hand corner.  In the first instance the student had a design they felt that fit with the scene but when reviewing the creation with other students realised that the size was too small and attracted attention as a result of that.   The student also was not sure about the colour scheme.

The timeframe to create this was just a few minutes - the 'Not Lego' set had been made up previously, the students design was quickly created, and they wanted to add some items on the table to distract the line of sight.   The student was thrilled with this (non 3D Printing result).   We have also previously published entire slideshows of 'Non Printing 3D Printing Ideas' that involve Tinkercad and an iPad.  You can view that slideshow here - we will be updating it shortly for this years additions.

AR/VR Projecting onto 'not Lego"

 

We've previously blogged about the set of lego 'not lego' bricks that were a promotion at a local supermarket that we were able to purchase for $1.00

In the example shown left you can see the basic set up which is a kitchen, inside of a building.  As an introductory task for our students we wanted to use the Tinkercad App, the students and their iPad to create an object that could be placed somewhere into this scene.    We allocated a single afternoon block of time for this task, approximately forty minutes.

The theme of the build is to create 'Lego' ish figures - as we have noted this is not an official Lego set.   Tinkercad works well in this regard as it is able to produce 'block' figures easily as can be seen in the photograph shown left.   The image has been manipulated in the senses that the figure in red is not there, it is an AR/VR creation important and 'projected' into place by the student.   The student concerned is an eight year old student from the second cohort of students in class.   He was able to produce this design independently without any teacher input.

We also encouraged students to produce an item of furniture or an object and include this with the physical design crated by the bricks being assembled.

This is a second example with a more comical looking figure that the student has added a generic guitar.   In the second example here the figure is oversized relative to the rest of the furniture in the picture and the other objects.

The student has also some additional features that could be potentially added - of note for instance the hands at the end of the arms are missing at present and the facial features of the figure could benefit from having some additional details.   All of the design features are created from the main Tinkercad interface. 

The Problems with Chickens

 

We've detailed in a previous post about how the students are looking at creating various scenarios where we are improving the quality of what is on display at our school - one of the aspects that students believe to be viable is the potential to have chickens. This has also been proposed by the Enviro-Group working with the school and we know that various schools in our area have done so.

We have created a concept of ideas based around the students knowledge, which in this instance is high as a number of students raise chickens or collect eggs regularly where they live.   While these do tend to be a bit more free range than a school would require there is a significant knowledge with the students.

To help complete this project the students are looking to produce a conceptual model, based on the AR/VR creation that might show what an area could look like.  To that end we printed the chickens shown in the AR/VR mock up, as shown left.

The print used 11g of PLA filament to complete, the figure had a price point of $0.26c and the print took 42 minutes to complete on the regular default settings.

The student who was completing the AR/VR design   was able to locate the .stl file for this creation by a simple search, which was then transferred to the Bambu Printer for completion.

The model as shown was 70mm high and 50mm wide.   Once the model has been completed these figures will be supplied to a farm set that is currently in a junior classroom.

Misc. 3D Details as the Term comes to an end...

We completed our 'cow' themed table centre piece for the community dinner - using a combination of different filament and some spray painting to produce a run of 15 different cows, one for each table!

These cows were detailed in a previous print on this blog - which you can access by clicking on the link here.

We have detailed this process including talking about the importance of involving the community and supporting community events as one of our 'lore of 3D printing talking points'. 

We recently 'discovered' an amazing New Zealand based company that are doing amazing things with PLA including recycling and producing unique PLA including one that is combined with wool.   

KiwiFil

This site and their story is incredible and we can't wait to spread the word about this far and wide.   We will start printing with the amazing samples that they shared with us and will share them as soon as possible.   In the meantime we would strongly encourage you to check our their amazing story on their Facebook page which you can click on by accessing the link here.

Our students who have been working on their own designs, in their own time to develop their Tinkercad schools are continuing to do so.   We are undertaking to print as many of these projects as we can between times and will continue to feature them on this blog.

A reminder that you can use the 'search' bar on this blog to search our student/school archives and look at or examine 11 years of 3D Printing projects, ideas and student work.   Every project has a specific tag related to its posting on the blog such as 'badge' for something like the new example produced this week.

We are continuing to focus on AR/VR projects and looking at ways to utilise Tinkercad and the Tinkercad App to produce authentic tasks with the students iPads.   Students are now refiing their original ideas having to research and develop their ideas so that we can present these ideas to the school for further consideration.  You can read about the original post on this blog here.

AR/VR Onto a Pre-made Background

The backdrop featured left and detailed in a previous post as possible the best 'value' for money purchase for a classroom ever has been put to use via Tinkercad, the Tinkercad App and its ability to project images using the AR/VR button.
 

Tinkercad has a number of pre generated object available from the main interface, including several which the students identified as suitable for projection in the scene shown.

One of the challenges for the students was the fact that the project image tends to be quite bright and can stand out.   When the background is bright and has a strong image like it did last year when we had the Christmas Festive Background Challenge in this instance the students needed to consider what elements that they could use to change the setting.

The crocodile proved to be a popular choice - which in some cases was multiplied several times.

This allowed the students to experiment with the placing and composition.   This will be uploaded to Facebook and a number of examples will be shown.

Using Junior Stencils to create AR/VR Images

Using our iPads, the Tinkercad App and our stencil creations we created a series of images of the students work and then used the AR/VR button on the app to project the images into a variety of locations around the school and in the classroom.

While some of our students were experienced with their use of this app and the process for the majority of the classroom to experiment with for the first time.  To further clarify the amount of time that we had available was fifteen or so minutes before other school commitments required our attention.

This was possible because these designs had previously been created on Tinkercad and did not require any additional completion.  The designs were/are saved in the students folders in their accounts.

At this early stage we are allowing students to experiment with the process and look at their output, experiment with finishing and look at locations, ideas and contrasts (for instance students can alter the colour of their Tinkercad designs and adjust them to suit the background and the foreground etc.)

The AR/VR-ing of Tinkercad designs is like many other tasks something of a skill that students will develop, particularly over time.     Certain colour combinations work - as do certain iconic locations around the school (the swings are appearing numerous times).   Posing for image when there is nothing in front of you (such as a student trying to hold the design shown left) can take a little time to accurately place and adjust the size.

Given the timeframe and the introductory nature of the task to most of the students this would be considered a positive outcome, and more will be developed moving forward.