Background to the research
Known as the "Learning in Future Education" or "LiFE" project, a team of researchers led by Professor Dr Anne Bamford, Director of the International Research Agency, undertook a detailed research investigation of the impact of 3D on pupils' learning. The goal of the LiFE 1 project was to determine the most effective type of 3D experiences in the classroom, and to measure the value and impact of these experiences on pupil learning and achievement. The pilot research also examined learning strategies and teaching processes and measured the meaningful impact on educational outcomes.
The research took place between October 2010 and May 2011 across seven countries**** in Europe. The study focused on pupils between the ages of 10-13 years learning science-related content. The research project involved 740 students, 47 teachers and 15 schools across France, Germany, Italy, Netherlands, Turkey, United Kingdom and Sweden. Equality of access is the law in Europe, so the schools included children from different backgrounds and with learning or behavioral challenges integrated into the general classes. The 15 schools in the study were selected on the basis of direct contact as well as from recommendations by local education authorities. All schools voluntarily agreed to participate. The study involved: Private and public schools; single sex schools; city schools and rural schools; high and low academic achieving schools; technology-rich and technology-poor schools; large schools and small schools; primary, middle and secondary schools; and experienced and less experienced teachers. In each school there was a 'control' class and a 3D class. Both classes had the same instruction, but the 3D class also had the 3D resources.4 Eight countries were included in the trial, including Finland, but Finland has been excluded from the research report as their data was collected internally and therefore not verifiable for inclusion in the research report.
LiFE 1 has provided a unique insight into the impact of an immersive and interactive classroom experience. Suggested further reading:
Annetta, Len, Klesath, Marta, Holmes, Shawn (2008) "V-Learning: How gaming and Avatars Are Engaging Online Students" Innovate: Journal of Online Education. Vol. 4, No 3, Feb-March Bamford, Anne (2011)
"LiFE: Learning in Future Education. Evaluation of Innovations in Emerging Learning Technologies" in press Braintrack (2010)
"VLearning: Is the Future Of Online Education A 3D Virtual Classroom?" http://www.braintrack.com/online-colleges/articles/vlearning-is-the-future-of-online-education-a-3d-virtual-classroom Merchant, Guy (2010) "3D Worlds as Environments for Literacy Learning" in Educational Research Vol. 52, No 2, pp 135-150 Monahan, Jerome (2010)
"Lessons in 3D Promise Students Entry into New Worlds" in Classroom Interactions http://www.guardian.co.uk/classroom-innovation/3d-lessons-in-schools
Stroud, Sara (2010) "The Classroom in 3D" in THE (Transforming Education through Technology) Journal http://thejournal.com/articles/2010/02/01/the-classroom-in-3d.aspx
Tay Lee Yong and Lim Cher Ping (2010) An Activity Theoretical Perspective towards the Design of an ICT-Enhanced After-School Programme for Academically At-Risk Students." Educational Media International . Vol. 47, No 1, pp 19-37, March.
* Digital Light Processing (DLP®) is a registered trademark of Texas Instruments.
** Bamford, A 2011 Details provided at the end of the White Paper
*** Note: Many pupils had more than three different forms of technology.
****Eight countries were included in the trial, including Finland, but Finland has been excluded from the research report as their data was collected internally and therefore not verifiable for inclusion in the research report.
|Contents:||Children and 3D||The Importance of 3D||Classroom Impact||Strategies for Implementation|
|Fun Classroom 3D||The Research|