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Résumé
Le présent article analyse les obstacles rencontrés par les étudiants de deuxième année en design produit lors de l'apprentissage des logiciels de modélisation 3D (AutoCAD et Rhinoceros) à l'Institut Supérieur des Arts et Métiers de Sfax (ISAMS, Tunisie). L'étude repose sur une méthodologie mixte combinant des observations participantes, des entretiens semi-directifs et un questionnaire administré auprès de 32 étudiants. Les résultats mettent en évidence trois registres de difficultés : cognitives (surcharge cognitive, visualisation spatiale), procédurales (planification des étapes de modélisation) et non cognitives (motivation, anxiété et persévérance). Le cadre de la Conception Universelle de l'Apprentissage (CUA) est mobilisé afin de proposer dix recommandations pédagogiques et institutionnelles visant à rendre l'enseignement de la modélisation 3D plus inclusif. L'article esquisse en outre des pistes de recherche et de développement futures relatives au potentiel de la modélisation 3D dans la valorisation du patrimoine matériel et immatériel tunisien.
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© Doctorante. Mona Chaabouni 2026