Mental Reconstruction

As our phase 3 BVS³D research efforts came to a close, we took the opportunity to conduct wrap-up site visits. While conducting student and teacher one-on-one interviews and observing 3D lessons, some interesting discoveries materialized. One such finding, emerging from our teacher interviews, we labeled learning replay, which is described in the previous post. Another student behavior we observed may perhaps be best labeled as mental reconstruction.

The phenomenon of mental reconstruction occurred frequently within our 3D classrooms, affecting both students and teachers alike. Students would explain that, while taking a test several weeks following a 3D lesson, they could clearly ‘see’ or visualize the concept, construct or phenomena in their mind as they tackled a question. One student I spoke with, immediately following a 3D classroom lesson, described that 3D helped him “see things more clearly in my mind—like building a mental picture.” This sort of spatial or ‘visual’ thinking was even evidenced by teachers, who saw pictures in their mind as they were planning for upcoming lessons.

As teachers described this phenomenon, noting the apparent mind’s eye reconstruction that was taking place, we knew we were observing something else unique coming out of our 3D classroom experiment— mental reconstruction. As more schools and universities engage in continued studies of 3D learning, this may track into a potentially useful research question. It may be useful to track, observe, describe, and explain the concept of mental reconstruction in your own projects.

Learning Replay

As our phase 3 BVS³D research efforts came to a close, we took the opportunity to conduct wrap-up site visits. While conducting student and teacher one-on-one interviews and observing 3D lessons, some interesting discoveries materialized. One such finding, emerging from our teacher interviews, we labeled learning replay.

The phenomenon of learning replay occurred frequently within our 3D classrooms: students expressed the interest in viewing 3D content over and again. Students wanted to see a segment one more time, to make sure that they understood the learning presentation; they wanted to view it again, in order to observe a specific phenomenon more carefully; they asked to see it again, not just because it was visually interesting, but because they wanted to think about a concept from a different perspective.

“Can we see it again?”

“Can we look at it one more time?”

“Can we run that segment over again?

These were the kinds of requests that teachers repeatedly heard. Interestingly, teachers never receive this kind of double-down request when using textbooks, PowerPoint, still graphics, or traditional video. The learning replay phenomenon also became evident after school, when students came in for extra help, tutoring, or to catch up due to an absence. Even though students could have quickly received their tutoring or completed their required makeup, and then rushed out to be with their friends and enjoin their social lives, students instead asked to review the 3D materials repeatedly.

As teachers described this phenomenon, noting the repeated student requests for viewing 3D learning content and witnessing firsthand the increased time on task, we knew we were observing something unique coming out of our 3D classroom experiment—learning replay. As more schools and universities engage in continued studies of 3D learning, this may track well as a potentially useful research question. It may be useful to observe, quantify, and explain the concept of learning replay in your own projects.

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)

3D@ISTE: AOA Press Release

Some of the most impactful research in the world of educational 3D is being led by the American Optometric Association. Last week, at the ISTE 2011 conference, the AOA issued a special press release provided below, in its entirety:

Referenced at the bottom of the press release is a heart-warming story, an event which occurred just last week in Florida. When 3D viewing difficulties were identified in a kindergarten-aged child, the resulting comprehensive eye exam led to the discovery of a congenital eye muscle disease that can now be treated five years before it would typically have even been diagnosed.


It is also interesting to reflect on the notion that 3D technologies will likely be required in the treatment of many of the eye disorders now being safely diagnosed through the use of 3D in homes, schools, universities, and cinemas.