Findings from Phase 2 (Part 3)

Our final Phase 2 BVS³D findings were school-specific. These findings emerged from classroom-based action research efforts that also helped target and focus the more rigorous Phase 3 evaluation being planned.

High school classrooms

Two interesting findings emerged from our high school action research efforts, which were characterized by much more aggressive data collection efforts:

• Using a 3D lesson (the only variable changed in the instruction) in AP biology classes, our lead teacher saw a small achievement bump of 11% in the essay component of an AP Biology unit test on cell parts and active/passive transport (as compared with historical performance levels).
• A 76% favorable survey rating by students, indicating their preference for 3D learning over traditional learning experiences. 

 Middle school classrooms

Again, our pilot middle school received its equipment later in the project cycle. As a result, at this stage we only received anecdotal comments that the students were really “excited about it” and “understood [classroom] concepts better.” This middle school fully participated in Phase 3 of the case study, so concrete results will be forthcoming in late June or July.

Elementary school classrooms

At the elementary school level, the use of stereoscopic 3D in three 4th grade classrooms was extremely limited due to the lack of educational content for lower grade levels. Still, using some very appropriate 3D math simulations, two interesting findings emerged:

• 3D lessons in math can be easily and successfully conducted simultaneously with desk-based, hands-on activities and manipulatives. (For example, students replicated visual lessons with acetate sheets at their desks, as teachers manipulated the 3D imagery on the screen. Also, 3D in-hand replicas of 3D screen imagery were manipulated simultaneously at student desks.) It was felt that 3D instruction was even more effective with these activities, than without them.

• Preliminary evidence revealed that 3D lessons may indeed have a positive impact on reducing stubborn achievement gap problems: historically struggling students experienced two-and-a-half times the gains on informal post-test measures than other students.

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.

Past Research

More than twenty-four years ago, the US National Science Foundation (NSF) convened a panel to report on the potential of visualization, including both 2D and 3D projection. This initial effort created a tremendous surge of research by greatly boosting funding for computer-based visualization. I've spent many hours skimming through some of the educational research specific to 3D visualization, which is chiefly focused on the post-graduate environment, and have generally seen learning gains in the 20-30% range, as well as favorable determinations in terms of learner retention and transfer. You can review much of this research by using Google Scholar or generic Google Search and the following search keyword string:  stereoscopic “3D visualization” research study findings NSF. (Scholar will give you a higher class of refereed publications, while Search will open a broader set of public resources for your examination. And please, if you have a better search string—post it in the blog comments area—so that we can all benefit.)

In 2004, the NSF and US National Institutes of Health convened the Visualization Research Challenges Executive Committee to develop a key report on visualization's potential, whether 2D or 3D, as a technology. Two other interesting papers on some of the challenges we face with 2D and 3D visualization are attached or referenced below:

Is there science in visualization? (2007)

The second surge of visualization research (2007)

Research in K12

Until recently, research on stereoscopic 3D in K-12 education has been noticeably sparse. Two of the limited research efforts to date have involved a study out of UC Davis and another out of Illinois. The most recent UC Davis Tahoe Environmental Research Center Study (2010) demonstrated some interesting results in terms of knowledge gains and attitude/perception benefits. It also has a useful literature review (see page 11).

The second study involved a large, state-funded effort focused on the use of 3D interactive simulation in math and science, The study, entitled the Classroom Cubed Illinois Initiative, was conducted by Dr. Lloyd Kilmer from Western Illinois University (2007). The pre- and post-test results of over 1,070 students provided the following subgroup data, indicating some potential for reducing stubborn historical achievement gaps:

• Free/reduced lunch students: 32% increase

• Full paid lunch students: 31% increase
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• Non-white students: 32% increase

• White students: 32% increase
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• Special Education students: 31% increase

• Non-special education students: 32% increase
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• Female students: 35% increase

• Male students: 29% increase
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• Math ISAT students currently below state standards: 31% increase

• Math ISAT students currently meeting state standards: 33% increase

• Math ISAT students currently exceeding state standards: 30% increase
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Why 3D Counts

In a previous post (Why 3D Works), we spent some time trying to explain why 3D is such a compelling medium in the marketplace, especially for students. This post dares to explain "why 3D counts"—why 3D may hold promise for the classroom, for promoting interest in STEM careers, and for pushing math and science achievement forward.

At the ISTE 2010 technology conference, I met a remarkable Russian computer scientist, now residing in the U.S., who pointed me to the insightful "meta-analysis" by Dr. Nora Newcombe. I procrastinated for 6 months before I took a closer look. That was a mistake! A link to the 'aha!' article is provided below. Read on. It's well worth your time. Seriously.

Picture This Increasing Math and Science Learning by Improving Spatial Thinking

BVS3D

 

Guess what has tiptoed into BVSD? You've got it---3D comes to BVSD.

In the thumbnail below, please find the Call for Participation we used for soliciting proposals and selecting our eight 3D pilot classrooms (grant funded). This document will give you concrete ideas on how to shape, propose, and select participants for a 3D project in your own school or university.

Get your 3D shoes on!

(The above picture is actually a type of fake 3d, created through an animated wigglegram--wiggling stereogram--but it gives you the flavor. An iPhone app took the picture)

Why Bother With 3D?

Clara Peller’s infamous invective, “Where’s the beef?” becomes our starting point here: why bother with 3D in the first place? Isn’t this just another eye-glazing entry in the long line of technology-based distractions? That’s initially where my thoughts took me, I must confess. Beyond the obvious populist growth of 3D visualization in film, video gaming, and military training, what does it have to offer teaching and learning?

Notwithstanding heavy National Science Foundation funding of 3D visualization technologies over recent decades, understanding the power of 3D in learning remains a budding effort in the research pipeline. Some recent research in K12 classrooms, however, may point the way toward the effective use of 3D in reducing the achievement gap, especially for target populations.

In a large state-funded study of the use of 3D interactive simulation in math and science learning in Illinois, the pre- and post-test results of over 1,070 students provided the following subgroup data:

Free/Reduced Lunch: 32% increase
Full Paid Lunch: 31% increase
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Non-white: 32% increase
White: 32% increase
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IEP Students: 31% increase
Non-IEP Students: 32% increase
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Female: 35% increase
Male: 29% increase
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Math ISAT Students at Below: 31% increase
Math ISAT Students at Meets: 33% increase
Math ISAT Students at Exceeds: 30% increase

 (Study conducted in 2007)

Clearly, we need to continue exploring and researching the potential of 3D in learning.