Using Tinkercad to AR/VR Designs

 

We have started into the school year completing some basic tasks with the students focussed around producing their first design steps.   We are again using the #Tinkercad app for design in conjunction with the students with their iPads.     We are very fortunate to be a 1:1 iPad school as well as an Apple Distinguished School.

There are a number of reasons why we have used Tinkercad consistently for over ten years in the classroom and with our students.      It is a multi-layered design tool which the students take to (in terms of designing, creation and innovation) quickly and successfully.

One aspect of the design tool that we have used extensively with students (a reminder that we have a year 4 class of eight year olds for 2026, last year it was combined with seven and eight year olds) is the ability for students to AR/VR their designs while in Tinkercad using the Tinkercad App.

There are a number reasons that we do this primarily it allows the students to test the visibility of their designs but it also creates the potential for a further range of innovation with the use of technology.   Our first steps for 2026 have been to combine the AR/VR function to look at our stencil activity - shown in these pictures in the classroom and outside on the deck (one of the awesome things about the AR/VR aspect of Tinkercad is there is no green screen required).  We have also begin work for the year by looking at both our country and the mountain that dominates our region and our school.

We have 3D Printed both of these objects as we have previously posted about, but with the .stl file which are both prints we are able to share them with the students.   They are able to manipulate, shape and create using these files and the app.

In the example shown left students have taken the map of New Zealand and projected it onto the swing in the playground, to make it further stand out, its colour has been modified and then a screenshot has been taken with the students iPad.   The students have been encouraged to think about interesting and creative locations where they can project both images and also to think about 'super sizing' the prints so they dominate the areas around the school.

By sharing ideas and creations with the students (such as the photo shown left, which is the map of New Zealand on the 'wall' of the classroom) the students are both developing their own skills and also working with something that they are able to familiarise themselves with.

This task is being completed by juniors - which is seven and eight year olds however we have had students as young as five able to pick up the concept and use it as a challenge.   You can read numerous examples of this process and how we have used it by searching this blog and using the label 'AR/VR' or you can click on the link to an example here.

3D Printed Mt Taranaki

This is the view from outside our school - just before the start of the 2026 school year.

Mt Taranaki is in the picture which is an iconic and hugely significant local dominating feature.  It is also a prominent part of our Mihi Whakatu (greeting) that our students need to be able to identify and recite for a foundational part of our school.

We wanted to try and think of other ways to show and connect to the mountain for our students.   We were able to locate a .stl file of the mountain and print it out by sourcing it via Thingiverse.  This is one of several sites that has a considerable number of freely available files in a range of topics.   We wanted to locate the .stl file as this is the primary way to import files into Tinkercad.  By having the print in Tinkercad we can do several tasks.

Firstly it allows the students to experience and hold a physical topographical map of the mountain and point out areas of significance.   In the case of the mountain we have the main peak and another peak that is part of the mountain but on our side.

We also of course now that we have the .stl file have the ability to use the Tinkercad App and AR/VR the mountain into different locations around the school and to look at it in terms of turning it into some kind of art project.

Finally again as we've been doing recently we used the glow-in-the-dark filament to complete the project.

The print was completed using the Bambu H2D - it took two hours to complete, used 47g of filament according to Bambu Studios used filament that was worth $1.20.