3D lessons to increase students’ focus and scoring, says TI DLP Products
September 30, 2011 // Julien Happich
According to a study highlighted by Texas Instruments DLP Products, 3D, when used as a teaching tool in classrooms, has a widespread positive impact on how students learn. The study conducted in classrooms across seven European countries, compares the difference in comprehension, information retention and overall behaviour between students learning via traditional 2D methods versus learning via 3D projection.
A long-time partner in providing technology for education, DLP Products initiated the study as a way to gather information and feedback on teaching with content displayed using 3D projectors. The research team, led by Professor Anne Bamford, Director of the International Research Agency, commissioned pre- and post-testing on control and variable student groups to track information retention and understanding, as well as collected observational data during classroom visits to measure student attentiveness and behaviour.
The research project involved 740 students (ages 10-13), 47 teachers and 15 schools across France, Germany, Italy, Netherlands, Turkey, United Kingdom and Sweden between December 2010 and May 2011. Students were tested before and after the lessons, with one control group learning with 2D methods only, and the other receiving the same instruction, but with 3D content added into the lessons. 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 at set intervals during each of the lessons.
According to the results, on average, 86% of pupils improved from the pre-test to the post-test in the 3D classes, compared to 52% who improved in the 2D classes. Individuals improved test scores by an average of 17% in the 3D classes, compared to an 8% improvement in the 2D classes between pre-test and post-test. 92% of students on average were attentive during 3D lessons, while only 46% were actively paying attention during non-3D lessons.
“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” Bamford concluded.
To view the full report of the findings, please visit DLP.com/registration.
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