Children find it hard to understand what is not visible. Visual learning improves the pupils' understanding of functionality and by seeing the whole of something, children are able to understand the parts. The research results indicated that the pupils had a strong preference for visual and kinesthetic learning, with 85% of the pupils preferring seeing and doing, while only 15% of pupils preferred hearing.
"Teachers talk a lot and you just sort of tune out, but when you see things it is there and suddenly it all makes sense." - Pupil comment
Complex concepts become more easily digested when reduced to imagery. The research results suggested that the 3D animated models were able to represent information in the most economical manner to facilitate learning and comprehension, thus simplifying complex, abstract and impossibly large amounts of information into a coherent form. By rendering the world visually, the children were able to understand greater levels of complexity, as the animations allowed the pupils to see structures and to see how things worked. In particular, the 3D animations made it possible for pupils to move rapidly from the whole structure to various parts of the structure, including to the microscopic and cellular levels. This process of amplification and simplification seemed to be particularly effective as an aide to understanding.
"The 3D comes in to the lesson... Makes an infinite difference and then goes back again. It really makes a phenomenal difference." - Teacher comment "It gives the pupils a better chance to visualize various parts of the lesson. The children can easily imagine and it makes these imaginings visual." - Teacher comment
The 3D content in the classroom appears to 'come out to' the pupils. The deepest 3D and the most animated content appeared to have the greatest effect on learning and retention. These highly vivid experiences make the learning very captivating to the senses. During class observations, 33% of the pupils reached out or used body mirroring with the 3D, particularly when objects appeared to come towards them and where there was heightened depth.
|Contents:||Children and 3D||The Importance of 3D||Classroom Impact||Strategies for Implementation|
|Fun Classroom 3D||The Research|