This information was recently published as a
comment in my two-part series comparing the U.S. and European research in the
area of DLP-enabled stereo 3D. (See A Parallel
Universe, Part
I and Part
II.) It is such valuable information, I wanted to dedicate an entire post
just to the preliminary data being reported, along with some context.
Following the BVS3D
year-and-a-half case study evaluating the effectiveness of DLP stereo 3D in
Colorado (see tag
trail), continued research efforts did not cease. Under the watchful eye of
Kristin Donley, (she is the Colorado 2012 Teacher of the Year, a high school science
teacher, and the science research coordinator for the Boulder Valley School
District), the study was continued for
another year in order to tackle one of the most important challenges we
often hear about 3D in classrooms: “How do we tease out the advantages of
visualization in 2D versus visualization in stereo 3D?” In her posting, Donley
noted:
“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 increased higher-level thinking and
detail in the experimental group's essay writing. I also did a video assessment. I had students 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 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 there
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 there is
a difference in the types of multiple choice that the control and experimental
group students missed.“
I appreciate Kristin and Regis University going
the extra mile with our original research on DLP-enabled 3D in the classroom by extending the study an additional year.
Expect a full report at the ISTE conference in San Diego, since I know the Regis
University researchers are presenting there. Stay tuned…