Now in 3D – Teaching and Learning!
Carole Hruskocy and Sandy Foster
Regis University
USA
chruskoc@regis.edu
slfoster@regis.edu
Abstract: This paper investigates the impact of 3D technology on student academic
achievement, retention of content knowledge, and student engagement in schools
participating in a pilot study. Data from classroom observations, teacher and student
interviews, student surveys, teacher focus groups, teacher journals, and pre and post test
scores from end of unit exams were collected to evaluate the impact of 3D. A
qualitative, evaluative case study was conducted using constant comparative method of
data analysis to look for similarities and differences between and among data collected
from each site. Findings from the study revealed the following: (1) student engagement
is increased when 3D simulations are integrated into the curriculum, (2) student
achievement may be improved relative to discussions, illustrations, and writing when
students are exposed to 3D simulations, (3) gains in special education student scores
were observed when 3D simulations were integrated into lessons, (4) 3D technology
may assist in diagnosing vision problems. This paper concludes with discussion and
suggestions for further research.
Introduction
It is important that today’s students be experienced in 21st century learning skills that include learning
and innovation skills; information, media, and technology skills; and life and career skills (Partnership
for 21st Century Skills, 2009). There are a number of technologies available to teachers and students that
support development of the aforementioned skills and integration of the National Education Technology
Standards (NETS) into the curriculum. One emerging technology is 3D imaging. “As a result of the
worldwide commitment to teaching science and math and spurred by stimulus dollars for technology
purchases, 3D content and the tools that support it are being widely embraced by industries including
government, education, business and house of worship” (PR Newswire, 2010, para. 1). Initial research
on the use of 3D technology in teaching and learning indicates that test scores increase more than 35
percent and retention of information is enhanced (PR Newswire, 2010).
Although initial data indicates gains in student learning it is important to continue research on the use
and integration of 3D technology to better understand its impact on student learning and information
retention. The Boulder Valley School District 3D Pilot Program can provide additional data on the
viability of integrating this emerging technology into curriculum and its impact on student learning.
This paper draws on data collected from a pilot study conducted in Boulder Valley School District
(BVSD). The goal of this study was to evaluate the efficacy of a 3D technology learning pilot program
in BVSD. Through collection, analysis and interpretation of data from participant interviews, focus
groups, classroom observations, reflective journaling, surveys and pre and posttest scores from end of
unit exams, this pilot study attempted to address the following broad research questions:
1.
2.
3.
4.
5.
What is the effect of 3D technology on the academic achievement of students in Boulder Valley
School District?
What impact does the 3D learning experience have on retention of content knowledge?
What impact does the use of 3D technology have on secondary students’ attitudes and personal
beliefs about science?
What impact does the use of 3D technology have on student interest in learning?
What impact does the use of 3D technology have on student engagement?
Research Sites and Participants
Four schools participated in the pilot study, one elementary school and three secondary schools. Eight
teachers and 575 students among 6 classrooms took part in the study. The elementary school provided a
classroom with students identified as students with special needs and students identified as gifted and
talented. One secondary school provided classrooms with students identified as English Language
Learners and students on free and reduced lunch. Another secondary school provided a classroom with
students identified as students with special needs and behavioral disabilities, and the third secondary
school provided advanced placement classrooms and students identified with special needs.
Each classroom was equipped with DLP 3D enabled Vivitek projectors and 36 to 40 pairs of battery
operated Xpand DLP Link 3D Glasses. Digital Light Processing (DLP) is a trademark owned by Texas
Instruments. This technology uses millions of microscopic mirrors that reflect light to create3D images
that appear to be projected directly in front of students in the classroom (Texas Instruments Incorporated,
2009). DLP is the same 3D technology used in movie theatres across the world. Because the technology
in DLP projectors is so fast and produces two images on the screen, one in the right eye and one in the
left eye and because they are compatible with single chip DLP projectors, Xpand DLP 3D Glasses were
used. The technology of these glasses works to combine the two images together to help create the 3D
effect one experiences (Xpand, 2011).
Additionally, all teachers’ laptops were preloaded with a number of 3D simulations from 3D software
manufacturing companies such as Designmate, Cyber Anatomy, Bio Interactions, JTM, Eon, and
Navtek. The teachers did not need to meet for training on how to use these simulations. However, they
did meet on a few occasions with the district technology department to get acquainted with the software
and to meet with the researchers to discuss the design of the pilot study.
Methodology
The primary research methodology used for this pilot study was a qualitative, evaluative descriptive case
study with a secondary focus on grounded theory. The constant comparative method of data analysis
was used to look for similarities and differences between and among data collected from each site.
Findings
Key findings from the study include:
1.
2.
3.
4.
Student engagement is increased when 3D simulations are integrated into the curriculum.
Student achievement may be improved relative to discussions, illustrations, and writing when
students are exposed to 3D simulations.
Gains in special education students scores were observed when 3D simulations were integrated into
lessons
3D technology may assist in diagnosing vision problems
Student Engagement
A universal finding from the student was that student engagement is increased when 3D simulations are
integrated into the curriculum. Student engagement is defined as high focus and attention on the learning
task. Teachers acknowledged that 3D technology had an impact on student engagement and described
how this increased engagement had a positive impact on the learning environment.
Secondary Teacher: “I believe that this [student attitude and engagement] is where this technology has
the greatest effect. The kids were excited to use the 3D and when it was working every student was 100%
engaged with the simulation and topic. All conversations were about the simulation … no off task talking
that I could hear. And usually there is always some off task conversation.”
Secondary Teacher: “…some of my least engaged students became very engaged. Students who are
hard to reach were excited about 3D. I was pleasantly surprised by that. I can think of a handful of five
or six kids that are tough to get to, and they would be excited about the 3D.”
Elementary Teacher: “The kids are interested in the technology and that excitement surrounding the
3D lesson was impossible to top. They pay attention so that they can participate... Are they more
interested in learning? I think that kids are more interested in learning when they are excited.”
During classroom observations, students appeared to be focused and paying attention when 3D
technology was being used. For example, students were correctly responding to questions when the
teacher called on them, other students were asking clarifying questions of the processes they were
observing, and some students correctly drew lines of symmetry on the white board on images being
projected from the 3D projector. Data from student interviews also support these observations.
Secondary Student: “I see myself actually paying attention 100 percent when I'm watching the 3D
technology, ‘cause sometimes when we're just lecturing, I just text and like play games and stuff. But I
really pay attention 100 percent when I'm watching the 3D.”
Related to student engagement, increased student interest was a second theme that emerged from the
study’s analysis. Teachers and students at all levels reported how interest and excitement were
heightened when 3D simulations are integrated into teaching and learning activities.
Secondary Student: “It’s [3D technology] a lot more interesting. It keeps me interested in the lesson
and it also gets me excited about going to science class.”
Secondary Students: “3D makes science more fun,” “I liked 3D,” and “3D made it easier to learn
(science)”
While student engagement and interest may seem to correlate to student achievement the majority of the
teachers did not report significant gains in student post test scores as a result of using 3D technology.
Post test scores did improve in all classes but these gains cannot be attributed solely to the use of 3D
technology, as there were multiple variables that may have effected student achievement such as
instructional strategies, the number of times students were exposed to the 3D videos, and the kinds of
assignments or activities selected for the units. Speculation on the impact of 3D technology on student
test scores can only be made at this time.
Student achievement is measured in ways other than standardized tests and pre and post test scores.
Some teachers noted positive differences in essay writing and class discussion after students were
introduced to 3D simulations. Essay writing was more descriptive and class discussion evidenced more
critical thinking. One teacher observed an increase in students’ higher level thinking as they began to
analyze the 3D simulations for content errors.
Further research that isolates 3D technology from other variables that may also impact student
achievement is needed. The second year of the study will focus on the impact of 3D technology
exclusively on student test scores and writing.
Retention of Content Knowledge
A related finding surfaced relative to recall of information after exposure to 3D technology. Students
described how they reconstructed images or their learning while reflecting back on the 3D simulations
they viewed in class. This mental reconstruction was reported across schools.
Secondary Student: “When I’m doing my homework assignment, I think back and I’m like, oh, I
remember that [3D] movie better because I guess I remember it better in 3D because it’s exciting.”
Secondary Student: “I talk less and pay more attention, and I understand how to do my homework. It’s
like it’s [content] clearer and it just stays in my mind.”
Elementary Student: “…when it [3D image] pops out, it makes it [math/learning] more fun, and it
[3D] helps you so you can do it [math] better 'cause it [learning material] stays in your head. It stays in
your head because it's more fun and you'll remember it.”
Additionally, one elementary teacher shared that after teaching the lesson on symmetry and using 3D
technology, students were able to see lines of symmetry on objects located on the playground and shared
these observations with their teachers.
Students with Disabilities
Some teachers noted qualitative and quantitative gains in the special education students. Special
education students’ engagement increased and gains in these student scores were recorded. One
elementary special education student doubled his pre test score for a math symmetry unit. To illustrate,
on the pre-test the student scored a 4 [out of 11] and on the post test the student scored a 9.
Elementary Teacher: “I think what was the most surprising to me was how well it helped with our
special education students. I mean, usually you don't see a gain of points like that when you're doing
pre- and post-testing and just teaching a regular lesson. So I think with our special ed children, it [3D]
was very good. I was very pleased with the results that we got.” And her co- teacher, colleague
confirmed by stating, “The score from the pretest to post test was significantly increased for my special
education kids.”
Coupled with the elementary teachers’ observations, one secondary teacher described how one student
with Asperger’s Syndrome and another student with Narcolepsy were especially focused on and excited
about pointing out content errors in some 3D videos. Locating such errors requires analysis and
evaluation or high-level thinking skills. This same teacher also observed improvement in other special
education students’ thinking and spatial skills.
Secondary Teacher: “I have a couple of special education students that I think the spatial issue is a big
thing for them. And so being able to see it [3D simulation] over and over and not get bored with it,
they're willing to come in and relook at it and kind of tear it apart; especially protein synthesis and DNA
replication, mitosis, meiosis –because that's cellular stuff that is really hard in a textbook picture to
really figure out the stages. And when you see multiple pictures in a row, they have a hard time ordering
it [the process]. And I found with the two students that I was working with they were better able to order
steps and figure out what came first, second, third, fourth.”
Although gains in special education student scores in the elementary classroom were recorded, it is
important to note that the results are based on one math unit. Additionally results on the post test scores
may have been impacted by a number of other variables. The observed effect of 3D technology on
students’ thinking skills should be explored further for both students in special education and general
education.
Instructional Strategies and Pedagogy
Current 3D technology is teacher-directed where the video is presented in a traditional lecture format.
This practice does not align with current best practices for teaching and learning. Effective teaching and
learning occur when teachers provide opportunities for students to take an “active role” in their learning
via student centered instruction, participation in “hands on” science activities and “open-ended”
investigations complete with post activity time for reflection and analysis (Van Secker & Lissitz, 1999;
Lustick & Sykes, 2006). As a result, some teachers struggled with teacher-directed instruction.
Secondary Teacher: “Because 3D can only be displayed on one screen it creates a very teacher driven
lesson. I think this is a flaw with 3D and an area that pedagogically I differ in my teaching approach.
There are limitations in how much students can interact with material when it is displayed on one screen
controlled by the teacher. Students can discuss what they saw with each other and reflect but there is no
way for students to control and interact directly with the animation.”
At the same time, the lecture style format of 3D technology also caused teachers to develop new
teaching strategies focused on student-directed learning.
Secondary Teacher: “It [3D technology] also challenged me in some ways to make it studentcentered, and I really had to think about my instructional strategies and how do I take something that's
basically a push-play movie in front of the class that students sit there and just watch, and how do I
make that interactive.”
As a result of this particular instructional strategy students began to interact with their peers, sharing and
reviewing their work with each other. While group work and peer interaction were not formal
components of this activity such interaction provided for informal peer assessment. Research (van
Gennip, Segers, & Tillema, 2009; Dochy & McDowell, 1997) indicates peer assessment may enhance
learning and aid in skill development such as communication and self- evaluation. Metacognition skills
may also improve through social interactions (Korakakis, Pavlatou, Palyvos, & Spyrellis, 2009; Reeve &
Brown, 1985) that peer assessment can provide.
Vision Issues
Another area for further exploration is the role of 3-D technology in diagnosing vision problems. During
this study a small number of students experienced physical symptoms such as eyestrain, dizziness,
visually induced motion sickness (VIMS), and slight headaches. Scientists and experts in the field of
optometry were consulted to help resolve these eye issues. Guidelines for 3D usage were established,
reviewed, and modified by the American Optometric Association (AOA). Additionally, the AOA
discovered this was a unique public health opportunity and information regarding “stereopsis” or the
ability to perceive depth in a 3D presentation was developed.
Conclusion - Is 3D effective?
There appears to be a relationship between 3D technology, student engagement, and retaining and
recalling content. Data from both teachers and students provide a variety of information that supports this
finding. Both teachers and students feel that 3D technology not only increases engagement, but also helps
students to retain information. While positive changes were noted in student engagement and interest
when 3D technology was integrated into the curriculum, the impact of increased engagement and interest
and 3D technology on student test scores is not clear. Thus it is essential to continue researching gains in
student test scores, specifically, research that includes multiple units of study with different learner
populations and research that isolates 3D technology from other variables that may also impact student
achievement. These initial findings are encouraging as they illustrate a number of positive effects
resulting from the integration of 3D technology. To further understand the impact of 3D technology on
student achievement including test scores, writing, critical thinking, and spatial skills it is essential to
conduct additional research that isolates 3D technology from other variables that may also impact student
achievement. The second year of the study will isolate the 3D variable to focus on the impact of 3D
technology exclusively on student test scores and writing.
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