The following results were found in common to both
the BVS3D and the LiFE I case studies (please refer to the previous
post for context):
- Retention.
- Thinking in 3D. 3D learning affects how the mind’s eye approaches learning.
- Improved Behavior. In-class student behavior improves both during and after 3D learning experiences.
- Increased Focus. The ability of students to focus on the learning at hand increased due to the 3D experience. (This was labeled attentiveness in the LiFE I study and both focus and attention span in the U.S. study.)
- Special Education Benefits. Students (especially male students) with attention disorders showed the most positive change in attention and learning behaviors.
- Learning Transfer to Modeling or Essay Writing. Students in both studies performed better than those students with just 2D instruction.
- Positive Student Reaction.
What can we learn from these common-ground
findings? It is clear that we are starting to see emerging evidence that the
educational benefits associated with teaching
and learning in 3D roundly echo across oceans and distinct cultures. Regardless
of the geographic location or cultural settings, it appears we are growing
cautiously closer to understanding how 3D affects the brain, how it impacts
learning, and how it can be employed to support effective teaching. Interestingly,
here in the U.S., I hear of identical results coming from teachers employing 3D
with such diverse groups as urban or rural students. 
Nice to see your updates. I am currently looking at the data of the next step in the Regis University/BVSD partnership in evaluating the effectiveness of 3D. This time we tried to focus on the differences between 2D images and 3D images. I taught an abstract concept such as DNA Replication and protein synthesis. Students in the control class only saw 2D pictures and animations. The experimental group received 3D animations instead. Keeping with previous results, I didn't see a difference in multiple choice averages, but did see more higher level thinking and detail in the experimental group's essay writing. I also did a video assessment. I had studens use manipulatives (tinker toy set to build DNA and represent other molecules) to explain the process of DNA replication, for example, and they used their cell phones or iPods from me to tape their mini-movies. Students who had the 3D were better able to put molecules in relationship to one another in the 3D space and they had a higher level of understanding of the processes. They included more details in addition to just relating terms and steps of the process. The class with the 3D received a half a grade higher average on their essays and their were less misconceptions evident in their video assessments. We just finished focus groups and I am now going through the multiple choice to see if I see a difference in the types of multiple choice that the control and experimental group students missed.
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