On the heels of the American Optometric Association report‘s praise for 3D as beneficial to learning and health, there is new research being published that expands in more detail on 3D as a tool for engagement, learning, and retention.
These initiatives are interesting for a couple of reasons. First, if 3D is not only not bad but actually good for kids, if schools trust it, then that goes a long way to debunking some of the anxieties—specific and generalized—about the impact of the technology on young people.
The education market is also a potentially large and lucrative one for selling projectors. The theatre market is not high growth–the TV market will focus on sets, not projectors. This is good business.
Here’s an interesting video case study:
A tip of the hat to Wired magazine’s “Geek Dad” column for covering this!
Finally, here’s the complete announcement of the research findings:
3D Lessons Deliver Higher Levels Of Understanding And Increased Focus To Students Across Europe
European research highlights significant improvements in test scores as a result of learning with 3D content
LONDON – September 29, 2011, 12:00 p.m. GMT: Texas Instruments (TI) (NYSE:TXN) DLP® Products presents data that shows 3D, when used as a teaching tool in classrooms, has a widespread positive impact on how students learn. The independent study is announced today at the UK launch event in Claridges, London and hosted in collaboration with The Company of Educators. Conducted in classrooms across seven European countries, the research 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.
Highlights from the survey include:
- 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.
“Teaching in 3D is a remarkable educational tool that enables students to enhance their learning capabilities by truly engaging and interacting with the subject criteria in a highly effective way,” explained Kathryn Macaulay, Deputy Head (Data, Operations and Communications) at The Abbey School, Reading, UK. “This research clearly demonstrates the ‘real’ results that high quality teaching in 3D generates and further reinforces the need for wider appreciation of how 3D technology can be adopted in the classroom to allow students of today and tomorrow to fulfill their potential.”
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.
Bamford said, “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. The findings indicate that 3D projection should be considered now and into the future when looking for ways to improve students learning and engagement.”
Adoption of 3D-Ready projectors looks to have no signs of stopping. According to the Pacific Media Associates (PMA) 2011 Q2 Census Report, nearly 2 million DLP 3D-Ready projectors were available globally at the end of 2010 and 4.1 million units are expected on the market by the end of this year. This comes as no surprise with the lifelike images that 3D projection can provide, which not only keep students‟ attentions, but also provide an immersive, 360-degree view of content that previously could only be taught using flat, 2D images and videos, or rudimentary models and figurines.
“We are delighted for the opportunity to jointly host the UK launch event with TI DLP Products,” said Peter Briggs, Master of The Company of Educators.
“At Texas Instruments, we work to provide technology that improves people‟s lives and the results of this study show that we‟re putting our resources in the right place,” said Roger Carver, Manager of Front Projection, DLP Products. “As the technology powering the vast majority of 3D-Ready projectors around the world, from cinemas to classrooms and home theatres, TI DLP is focused on enabling teachers and students worldwide to experience the same kind of learning success that has been found through this project.”
To view the full report of the findings, please go http://www.DLP.com/aoapresspdf.