Contribution of Artificial Intelligence (AI) to Code-Based 3D Modeling Tasks

Abstract

The rapid advancement of technology and innovation is also impacting education across different levels. The rise of Artificial Intelligence (AI) is beginning to transform education in various areas, from course materials to assessment systems. This requires educators to reconsider how they evaluate students’ knowledge. It is crucial to understand if and to what extent assignments can be completed using AI tools. This study explores two hypotheses about the risks of using code-based 3D modeling software in education and the potential for students to delegate their work to AI when completing assignments. We selected two tasks that students were able to successfully complete independently and provided the same amount of information (both textual and image) to AI in order to generate the necessary code. We tested the widely used ChatGPT and Gemini AI bots to assess their current performance in generating code based on text prompts or image-based information for the two models. Our findings indicate that students are not yet able to entirely delegate their work to these AI tools.

Keywords

• 3D modeling
• 3D printing
• education
• OpenSCAD
• artificial intelligence
• computational thinking