[其它] Previous post Is 3D in Classrooms Just a Gimmick? (GeekDad Weekly Rewind)

[复制链接]

驰骋的风

3D打印店铺

3795 主题	2 听众	5万积分

版主

Rank: 7 Rank: 7 Rank: 7

纳金币: 53202
精华: 32

电梯直达

楼主

发表于 2011-10-10 09:23:00 |只看该作者 |倒序浏览

         Over the past few years, we’ve seen an onslaught of 3D technology  being t***st at us. Whether donning glasses to watch a 3D flick at the  theaters or going glasses-free to play handheld video games in 3D, its  hard to avoid the technology or its promise — immersive visuals that  suck you in to the narrative. Whether 3D is effective in the  entertainment department is another story. My experience has been hit or  miss. But this technology is now making its way to the classroom and  its application here may have some merit, if the content is there.





            Texas Ins***ments

         , a  pioneer in projection products with their DLP technology, initiated an  independent study to determine if 3D technology can be effectively used  as a learning aid in classrooms. Involving students age 10-13 across 15  schools and 47 teachers throughout europe, the study compared the  learning and recall ability of students who were given ins***ction with  traditional 2D visual aids versus 3D.





         A summary video demonstrates the technology and summarizes the  study’s findings. In one application, students view a 3D model of a cell  as they learn about the various cell parts and functions. The study’s  leader, Professor Anne Bamford, Director of the International Research  Agency, said,





         “Across all of the schools involved in the study, 3D  shortened the time it took for students to learn concepts, increased  their attention spans and resulted in overall deeper thinking from the  students. The findings indicate that 3D projection should be considered  now and into the future when looking for ways to improve their  students learning and engagement.”





         On the one hand, I can see how 3D models of difficult concepts can  engage students. First, there is the novelty of the technology. As a  student, regardless of the content, I’d want to pay attention to  anything 3D because its an experience that isn’t easily had at home. I  can also see how this could naturally limit the often normal classroom  distractions. If you’re not paying attention to the content, you’re not  getting the 3D experience. So it seems obvious to me that any process  that can get kids to pay attention would be effective. And if the 3D  models of complicated concepts are additionally effective in conveying  the lesson, the resulting outcome of improved learning and recall seem  equally obvious.





         While this study focuses on the  technology it will be up to learning content providers to leverage it.  And like 3D in the movies, adoption of technology in the classroom is  predicated on the availability of content and its effective use in the  classroom. 3D as a whole is growing out of its gimmick phase, albeit  quite slowly. While studios continue to generate 3D content, it isn’t  always top tier movies that get the treatment. 3D is entering the home  through new television technology, but there isn’t yet a breadth of  content yet.





         Gaming platforms like the Nintendo 3DS, while bringing 3D to the  masses in a way previously not available, have demonstrated some of the  technology’s limitations. Most notably include discomfort when viewing  3D images over long periods of time and additionally the inability of  some individuals to see 3D images if they have a visual impairment.  Estimates peg the number of people who are stereo-blind — those who do  not perceive depth to some degree — at ten percent, and that’s a  significant percentage of students

         who would be alienated by or s***ggle with this technology

         .





         Serving our children this content may be a great learning aid, but as  with all innovative technology, it can’t be a one-size-fits-all  approach. 3D needs to be integrated into curriculum in a way that is  effective and not pure eye candy. I think there’s room for this to  succeed but its going to take the technology vendors, the curriculum  developers and students and parents to determine what the right amount  of engagement with the new technology works. And to ensure that valid  alternatives exist for those which the technology is ineffective for  them as a learning aid.





         Check out the video below for more information about 3D technology in  the classroom and the positive results of this study. Further links to  case studies can be found at

         dlp.com

         .