More on Brain Research and 3D Learning

In our post last week, I wrote about a new study now being conducted in Boulder connecting brain research with 3D learning.  In this follow-up post, I want to take a closer look at the study design and the hardware/ software that is being deployed in the effort. This insight can help other schools and organizations develop their own research strategies.

Study Design

Some of the most insightful design aspects of this study include:

• Using software in both the stereoscopic mode (3D) and in non-stereoscopic mode (2D) in to explore students’ ability to understand and retain abstract knowledge (as opposed to just using 3D). 
• Testing a student’s ability to transfer learning through model building and videotaped explanations of abstract concepts and processes (as opposed to testing for retention). 
• Ascertaining a student’s ability to transfer their newly-acquired visual learning to the standardized tests and writing prompts of the new Colorado state testing system.
• Using a control group of students, who do not view the science and math lesson content in stereo version prior to the standardized test, comparing their outcomes with students who used the stereo mode for only the first 5 to 10 minutes of a class period. (Remember, it may not require constant use of 3D to show a positive effect on learning.)
• A special focus on the effects of 3D versus 2D images on thinking, memory formation and student learning disabilities.
• As an innovative form of evaluation, students will be videotaped while using 3D and 2D interactive software and while doing hands-on performance assessments (3D model building and video explanations of content).

Hardware and Software

The hardware being deployed in this study includes DLP 3D projectors provided by Vivitek and active glasses provided by XPAND. The software lessons to be used in this designed study include Stereo 3D biology, physics, and chemistry resources from Designmate, along with and 3D Geometry and Calculus lessons from Spatial Thinking.

Panning for Gold (Part 1)

Gold panning takes patience. A gold panner looks for placer deposits, fills the bottom of his/her favorite pan with anticipation, and then meticulously manipulates the pan to filter gold from the heavies and black silt that layer the dark bottom ridges of the gold pan. It’s not easy work, but it can be rewarding, given the staggering price of today's gold.

Gold panned recently in Colorado

by my son-in-law

Gold panning for great technology is no different. During difficult financial times, it’s not easy to find real nuggets, those bold counterstrokes of innovation and potential that can produce glimmers of hope in a tough market. In the next three consecutive posts, I'll highlight a few of the new 3D-related products that bounced across my preternatural radar this summer.  
Here's the first revelation, and it's quite interesting: Optoma offered a wonderful idea this summer. They showed how to use an ultra-short throw DLP 3D projector, along with interactivity, to create a unique interactive tabletop display surface. For a live demonstration, see this video. 

It’s basically an interactive whiteboard, with 2D or 3D, on any tabletop surface. This makes a lot of sense for schools, learning centers, museums, and other spaces that like to conduct smaller, more personalized tabletop simulations or exercises. It even makes sense for school and emergency preparedness training for small group training. I expect this approach to really resonate with educators. Think about how you might apply this idea in your own setting.

Parallel Universe (Part II)

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. 

Return of the 3D Jedi

In a previous post, we introduced our blog readers to the 3D Jedi Knight, Jeff Epps. This post is a continuation of his story, more than a year later. 

Jeff Epps
North Carolina's 3D Educator

Jeff Epps, the Director of Information Technology for North Carolina’s Richmond County Schools, has recently formed the G.R.E.A.T. (Globally Ready Engineering and Technology) 3-D Academy. His solution is effectively simple: take on any students who have the interest and aptitude for learning 3-D; connect those students with both a relevant context for learning and supportive classroom teachers; and then leverage that interest to enable students to reach higher levels of performance in science and math.

 “You bring us any students that have the willingness to learn how to design 3D content, regardless of their academic challenges, and we can help get them to new levels of math and science, “ he states “—we can turn them into engineers and designers.” One student, Ben Dibble, serves as a clear instance of Epps remarkable vision. 

Ben Dibble
Richmond Early College High

Ben, currently a student at Richmond Early College High, describes his motivation in wanting to make 3D artifacts “to help teachers make students understand concepts better—and I found when I did make things for the teachers, I understood the concept better when I finished also.”

Happily, Epps’ 3D dream is an opportunity open to all children, not just the usual suspects. He observes:

“I felt there were a lot of students that were getting overlooked in terms of talent. There are students that may not be academically talented, but are very well rounded with technology. I thought about launching a program that’s inclusive and not exclusive of students. We are reaching out to females, children of color, and special needs students. One of our top graduates has been accepted to the Art Institute in Raleigh, North Carolina. He has Asperger’s syndrome--and yet he was the best 3D modeler in our district.”

Epps believes that “anybody can learn higher levels of math and science if they just want to. That’s why this technology needs be accessible to all.”  

In our next post, we’ll take a closer look at exactly how Epps’ impressive project builds academic and technical skills through relevant, contextual, and authentic learning.

Findings from Phase 3

After taking some time for breaking news, we return now to our research series. The full "Phase 3" BVS³D research study conducted by Regis University is due to be released sometime in mid-to-late August. The following preview results, however, were highlighted during the Wednesday panel session at the ISTE 2011 conference:

All Grade Levels

• High interest levels demonstrated by students
• High levels of attention and focus demonstrated by students
• Less disruptive behaviors in classrooms

Elementary School Findings

• Special education students showed positive gains on post-test measures

Middle School Findings

• Positive impact on student understanding, according to teacher observations
• Visualization particularly helpful with the special education student

High School Findings

• Positive effects noted on student written work (more detailed descriptions and illustrations of concepts were evident)

Findings from Phase 2 (Part 2)

One of the pleasant and unexpected surprises that emerged from Phase 2 of our BVS³D project came from our special education case study site, Halcyon Middle-High School. This school serves a few dozen students in a warm and measurably effective day treatment program, supported by a highly trained and extremely dedicated staff. Halcyon Middle-High School is a unique educational and therapeutic program for BVSD students’ grades 6-12.  (HMHS is supported through a multi-agency agreement among the Boulder Valley School District, the Mental Health Center serving Boulder and Broomfield Counties and Boulder County’s Department of Housing and Human Services.)

According to Matt Dudek, the principal of Halcyon, the focus of this highly successful day treatment program is to “provide quality education to students as well as provide therapeutic behavioral interventions and strategies to students and their families.” He adds:  “While at HMHS, students and their families address barriers to success and develop and implement strategies which ultimately allow students to be successful at home, at school and in their community.”

Unlike our other case study schools, this school used entirely different metrics for evaluating the benefits of 3D in instruction. The key goal for this school was to provide access to learning in an environment where access, student focus, and sustained learning opportunities could at times be difficult to sustain. Therefore, this school’s approach was more behavioral in nature. Due to their unique instructional challenges, this school was hoping to see how 3D instruction would affect:

• attendance
• the ability to focus on learning
• time on task
• reduced behavioral incidents
• engagement

During Phase 2 of the case study, an energized Halcyon teacher, Greg All, taught more than six "3D lessons" focusing on the reproductive, digestive, and circulatory systems. 3D content was primarily used to introduce new content or review previously taught content. The results, still informal in nature, exceeded expectations. In the words of the project’s lead teacher:


- 3D kept kids on the edge of their seats
-  In this school’s unique environment, it worked REALLY WELL
-  We have seen very good behavior management results
-  Students were well focused, not distracted as usual
-  There is no way anything works like this for behavior—enabling these students to learn for an entire 40 minute class without any behavior call outs.

Students also weighed in with comments:


-  “Love it“
-  “This is cool“
-  “Awesome“
-  “I Love it“
-  “This is not as good as ‘Avatar,’ though!”

So what's the upshot? Each time it was used, 3D instruction provided students and teachers in this challenging educational environment with 40 minutes of uninterrupted quality science instruction. Access to curriculum. Total focus. No behavioral incidents. That's significant.