of the 3-D image - Archive

Measuring the Teaching Effectiveness
of 3-Dimensional Digital Learning Objects
Sandra Neill, Learning Innovations and Academic Development, George Brown College
Introduction
Analysis - Faculty Survey Results
George Brown College is working with Arius 3D on applied research to assist Arius3D in establishing an evidencebased educational use case for its patented 3-D scanning technology. The project was an educational usability
study designed to determine whether the 3D learning objects were educationally useful, and how best to implement
their use in teaching and learning.
Problem
2. Scanning of Objects and Rendering of 3-D Images
Following selection of participants, an object was
collected from each participant and sent to Arius3D for
scanning. The participants chose a medium in which to
present the 3-dimensional learning object to students:
courseware, MS PowerPoint, or MS Word.
Through the use of its patented 3-dimensional
scanning technology, Arius3D has compiled a databank of high resolution 3-D digital images of a variety
of rare artifacts and objects. Until now, however,
Arius3D has had no data to support an educational
use case for its 3-D images. This use case
demonstration would help Arius3D in pursuing other
business models.
3. Use of 3-D Image During In-class Lesson
In either the spring or fall 2008 school term, participants
used their 3-dimensional digital learning object as a
teaching tool during a live in-class lesson.
Study Design
The research study was conceived as a five-stage
project:
4. Data Collection & Analysis
Immediately following use of the 3-D image in class,
faculty participants surveyed their students on their
impressions of its value as a learning object. Faculty
participants were also surveyed individually for their
impressions of the teaching effectiveness of this tool.
1. Selection of Participants
Open information sessions were held so faculty and
staff could find out more about the research study, and
about Arius3D’s scanning technology. Attendees were
asked to complete a questionnaire about their use-todate of education technology. Applications to
participate were then invited from those who felt
themselves suited to this project.
5. Analysis
Data were analyzed by Sandra Neill and shared with
Arius3D. A website was built to publicize the study and its
results.
Post-use surveying of participant faculty showed similar positive results: professors found the images to be effective,
easy-to-use teaching tools and exemplary instances of high-value education technology. Professors using the animated
3-D image files were especially enthusiastic about the results. Six of seven faculty study participants completed the survey;
the following is a sampling of survey results, including agree/disagree responses to directed questions and open-ended
survey comments.
I would recommend the use of 3D images to my
colleagues.
• 100% of faculty strongly agreed or agreed with this
statement.
Using 3D images enhanced my students’ educational
experience.
• 83.3% of respondents strongly agreed or agreed. The
remaining 16.7% were neutral.
My students liked the 3D images I used in my course.
• 100% of faculty respondents strongly agreed or
agreed.
I liked the 3D images I used in my course.
• 83.3% of respondent strongly agreed or agreed. The
remaining 16.7% were neutral.
I found it difficult to use 3D images for educational
purposes.
• Most respondents—83.3%--strongly disagreed or
disagreed with this statement
The 3D image(s) provided my students useful
visualizations for otherwise abstract concepts.
• 83.3% strongly agreed or agreed.
I believe that 3D images helped my students learn
topics more effectively.
• 83.3% strongly agreed or agreed.
I would use 3D images in my course again.
• 100% of respondents strongly agreed or agreed with
this statement.
Below is a sample of comments from the faculty
surveys:
Which aspect of the 3-D image application did you like?
•
than embedding it into a PPT.
•
I enjoyed the possibility of having a 2 part image that can be
joined through animation.
•
I like the fact that I was able to rotate the object in many directions.
Which aspects of the 3-D image application were particularly
helpful to you?
•
Showing the inside of the chambers, and the posterior part of the
heart and the inferior part as well.
•
The interactive 3D images helped my students in following and understanding content.
• 100% strongly agreed or agreed.
The image worked best in the Pointstream software rather
Ability to look at important shapes and manipulate on large screen
made easier to discuss important details of shape.
•
The rotation part.
Sample
156 student participants - 7 faculty participants
Methods
A standard usability survey was used to measure faculty and student satisfaction.
Analysis - Student Survey Results
Post-use surveying of 156 students revealed very positive impressions of the 3-D digital images as learning tools. Below
is a partial results report, including agree/disagree responses to directed questions and open-ended survey comments.
I would recommend the use of 3-D images to my
professors.
• 89.4% of students would recommend the use of 3-D
images for teaching.
Using 3-D images enhanced my educational
experience.
• 92.9% of students strongly agreed or agreed with this
I liked the 3-D images I used in my course.
• 92.2% of students strongly agreed or agreed with this
statement.
Below is a sample of comments from the student
surveys:
The interactive 3-D images helped me in following
and understanding content.
• 88.7% of students strongly agreed or agreed.
Which aspects of the 3-D images did you like?
The 3-D image(s) provided me with useful visualizations for otherwise abstract concepts.
• 88.9% of students strongly agreed or agreed.
Being able to see all 3 planes at the same time
•
Ability to manipulate image in space
•
Ability to rotate the shapes in all directions and planes of motion
•
Helps in visualizing something we are otherwise unable to see in
class
I believe that 3-D images helped me learn topics
more effectively.
• 85.4% of students strongly agreed or agreed.
•
Help to understand abstract concepts
•
There are parts of the skull that you can really see in the 3-D
compared to the book
I would like to use 3-D images in my course again.
• 92.7% of students strongly agreed or agreed.
Using the 3-D images requires a lot of effort.
• 26.5% of students felt a lot of effort was required to
use the technology. 73.5% of students disagreed or had
no opinion
•
•
I liked how dynamic it is
•
It was very user-friendly
Which aspects [of the 3-D image] were not useful or were problematic?
•
Couldn't see the inside
•
Could not see motion of object
•
Problem with loading the software
•
It flickered on the projector for some reason
•
Colour was making differentiation of structure difficult
Results
Three dimensional digital learning objects have significant
pedagogical value. There is a strong relation between
student and faculty perception of this tool’s educational
efficacy. Interestingly, nearly 10% more students (92.9%)
than faculty (83.3%) reported that the 3-D digital learning
objects enhanced the educational experience. While
faculty participants were enthusiastic, students were even
more so, perhaps reflecting the increased propensity of
students toward the use of learning technology. Faculty
unanimously (100%) reported that their students liked the
3-D learning object, whereas only 92.2% of students
agreed with this statement, further underscoring a
difference that is perhaps a result of experience with
technology.
Acknowledgements
Arius 3D
Learning Innovations and Academic Development,
George Brown College
Applied Research and Innovation Office, George
Brown College
85.4% agreed that the 3-D learning objects helped
them learn topics more effectively, which links to the
percentage of faculty (83.3%) who felt that 3-D
learning objects helped their students learn topics
more effectively.
Overall, results from both sides of the pedagogical
equation were similar, and showed that 3D digital
learning objects were effective for teaching and
learning.