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Natural history museums (NHM) are important for students’ learning and motivation. However, the lack or scarcity of NHMs in countries with emerging markets may hamper the learning process. Virtual 3D models represent an important tool to counterbalance the lack of access of students to NHMs. Our study aims to understand if the use of 3D models may help in the motivation and learning of zoology. The study comprised three groups: (i)  control  group , where the participants only received classes of  frontal teaching ; (ii)  practice  group , where participants received, in addition to traditional classes, practical classes with biological material; (iii)  3D model  group , where participants received the traditional class plus practical classes with 3D models of amphibian species. We used pre-questionnaires and post-questionnaires as an educational assessment method. Then we performed a two-way ANOVA test between the experimental groups. All three groups showed equivalent levels of motivation after the classes. Nevertheless, the  3D model  and  Practice  groups showed a significant (p &lt; 0.001) increase in learning performance when compared to the  control  group, demonstrating the relevance of 3D models in the teaching of zoology especially in institutions distant from large biological collections.

Studying natural history far from the museum: the impact of 3D models on teaching, learning, and motivation