Students at The Abbey School in Reading, UK.

3D school lessons improve learning and understanding research finds

3D school lessons have been found to improve students learning and interaction, a research project has found.

The study, initiated by Texas Instruments DLP Products, examined the impact of the use of 3D projector technology in the classroom. The project involved 740 students, aged 10 to 13, across seven countries in Europe.

Students were tested before and after the lessons, with one control group learning in 2D, and the other receiving the same instruction, but with 3D content added. Students were also tested on their ability to recall the information four weeks later, and researchers collected observational data on the engagement level of students.

Professor Anne Bamford, Director of the International Research Agency, who led the study, said: “Across all of the schools involved in the study, 3D shortened the time it took for students to learn concepts, increased their attention spans and resulted in overall deeper thinking from the students.”

The study found that 92 per cent of students on average were attentive during 3D lessons, while only 46 per cent were actively paying attention during non-3D classes. It also found that on average, 86 per cent of pupils improved from the pre-test to the post-test in the 3D classes, compared to 52 per cent who improved in the 2D classes.

One hundred per cent of teachers felt that pupils paid more attention in 3D lessons, and 70 per cent noted that students’ behavior had improved. Students also felt strongly that 3D had improved their learning.

“The findings indicate that 3D projection should be considered now and into the future when looking for ways to improve students learning and engagement,” Bamford said.

Kathryn Macaulay, from The Abbey School in Reading, UK, said teaching in 3D was a “remarkable educational tool that enables students to enhance their learning capabilities by truly engaging and interacting with the subject criteria in a highly effective way”.

“This research clearly demonstrates the ‘real’ results that high quality teaching in 3D generates and further reinforces the need for wider appreciation of how 3D technology can be adopted in the classroom to allow students of today and tomorrow to fulfill their potential,” Macaulay said.

Further information:

Read the white paper on the 3D in education project.

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