Lessons taught in 3D help children learn more and behave better as it increases levels of concentration

January 7th, 2012

FAKE NEWS for the Zionist agenda

By
Gareth Finighan

Last updated at 9:00 PM on 6th January 2012

Pupils remember more and behave better when 3D images are used in lessons, research suggests.

They are quicker to learn and absorb new concepts, and display higher levels of concentration.

Professor Anne Bamford, of the University of the Arts, London, studied the effectiveness of 3D content in 15 schools across seven countries including the UK.

An added dimension: researchers found that students were able to focus more and retained more information during classes taught in 3D (Posed by model)

The project, to be unveiled at the BETT education technology show in London’s Olympia next week, focused on 740 pupils aged ten and 11.

In each school, one class studied science in the usual way. Another did the same lesson using 3D resources. The pupils were tested before and after the experiment.

Pupils in 3D classes could remember more than the 2D classes after four weeks, improving test scores by an average 17 per cent compared with eight per cent for 2D lessons.

They gave more ‘elaborate’ answers to open-ended tasks and were more likely to ‘think’ in 3D, using hand gestures and ‘mime’ to ‘successfully answer the test questions’.

Writing in The 3D in Education White Paper, Professor Bamford said: ‘The marked improvement in test scores was also supported by qualitative data that showed that 100 per cent of teachers agreed or strongly agreed that 3D animations in the classroom made the children understand things better and 100 per cent of teachers agreed or strongly agreed that the pupils discovered new things in 3D learning that they did not know before.

The 'wow' factor: Unlike conventional classes, where students can become bored, lessons in 3D held their attention for longer periods

The ‘wow’ factor: Unlike conventional classes, where students can become bored, lessons in 3D held their attention for longer periods (Posed by models)

‘The teachers commented that the pupils in the 3D groups had deeper understanding, increased attention span, more motivation and higher engagement.’

One teacher in the study said: ‘In class with 3D you have the “wow” effect. This helps with behaviour. The pupils are too interested to be disruptive. They get involved and forget to be naughty.’

Another said: ‘The class certainly pays more attention in 3D. They are more focused. That is important in this class – eight out of the 26 pupils in this class have attention problems, so I am thrilled with the impact of 3D. They sit up and are really alert.’

Children are used to 3D with the rise of computer games that use the technology – 90 per cent of those in the study had seen a 3D film. The study also found that teachers could use the 3D animations without specific training.

Schools would need 3D-enabled projectors, laptops with good graphic capabilities, 3D software and glasses for children to introduce animations into classrooms.

But Danny Nicholson, of the Association of Science Education, said the technology would be impractical to use in schools and could be too expensive.

He said: ‘While I think the idea of 3D technology is very interesting- and I’m speaking as a very keen fan of interactive whiteboards and projectors as a technology in the classroom – I worry that 3D is a bit of an expensive gimmick.

‘There are a few cases where a true 3D image might help, but a lot of the time good 2D models which can be moved and rotated would be just as effective.’

In Colorado, United States, one school district is already in the process of having 1,000 3D projectors installed in classrooms.

And the University of California, which carries out scientific research into the Lake Tahoe Basin, has used 3D presentations with Grade six pupils.

Research at its visitor centre reported that its 3D lab, which allows students to watch animations about earthquakes and geological formations, was effective in engaging pupils.

Those who watched the 3D presentations were more engaged and reported a general increase in their interest in science compared with students who watched the 2D version.

Here’s what other readers have said. Why not add your thoughts,
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Inspirational teaching methods and the ability to motivator pupils to learn should be incorporated into teacher training courses. Motivation to study is the biggest hindrance to academic success, never potential. A hard working self-motivated learning culture within a school automatically motivates all pupils to learn. Whichever learning approach will stimulate and spark the interest in pupils to study, such as 3D or computer aided learning approaches, the options for diverse learning methods should be available to students. An inspirational chemistry teacher sparked the interest to study and to have pride in answering questions, however 3d or not 3d, students will not be able to take 3d into the examination room… just a pen.

– Make them believe they can succeed, then there is a point in trying., 07/1/2012 04:45

I thought that the world as it stands today is seen in 3D, maybe there are a lot of people who see in 2D after all.

– Dottie, Somewhere Here There, 07/1/2012 03:14

I can’t help wondering how my generation, educated in the 1950’s and 60’s ever managed to read, write and converse coherently without all these modern gimmicks. On the other hand, as a significant proportion of school leavers are illiterate perhaps some educational brainbox would care to examine the way children of my generation were taught. It’s just a thought.

– Callan, Liverpool, England, 07/1/2012 02:22

Do they not realise that we live in 3D?

– Lucy, Cumbria, 07/1/2012 01:08

The reasion is simple, its novel, same sort of thing was reserchered a few years back with rock music, kids studyed better for a short wile but then became worse after a few weeks when it became boring.

– away, somewere, 07/1/2012 00:50

Playstations for all…

– j., hawick, 06/1/2012 22:10

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