Introduction

George Brown College is working with Arius 3D on applied research to assist Arius3D in establishing an evidence-based 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

Through the use of its patented 3-dimensional scanning technology, Arius3D has compiled a data-bank 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.

Study Design

The research study was conceived as a five-stage project:

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-to-date of education technology. Applications to participate were then invited from those who felt themselves suited to this project.

2. Scanning of Objects and Rendering of 3-D ImagesFollowing 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.

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.

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.

5. Analysis Data were analyzed by Sandra Neill and shared with Arius3D. A website was built to publicize the study and its results.

Analysis - Faculty Survey 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.

The interactive 3D images helped my students in fol-lowing and understanding content.• 100% 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:

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.

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.

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.

The interactive 3-D images helped me in following and understanding content.• 88.7% of students strongly agreed or agreed.

The 3-D image(s) provided me with useful visualiza-tions for otherwise abstract concepts.• 88.9% of students strongly agreed or agreed. I believe that 3-D images helped me learn topics more effectively.• 85.4% of students strongly agreed or agreed.

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 would recommend the use of 3-D images to myprofessors.• 89.4% of students would recommend the use of 3-D images for teaching.

Below is a sample of comments from the student surveys:

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

Which aspects of the 3-D images did you like?

• 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

• 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 liked how dynamic it is

• It was very user-friendly

Measuring the Teaching Effectiveness of 3-Dimensional Digital Learning Objects

Sandra Neill, Learning Innovations and Academic Development, George Brown College

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.

Analysis - Student Survey Results

Sample156 student participants - 7 faculty participants

Methods A standard usability survey was used to measure faculty and student satisfaction.

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.

• Ability to look at important shapes and manipulate on large screen

made easier to discuss important details of shape.

• The rotation part.

Which aspect of the 3-D image application did you like?

• The image worked best in the Pointstream software rather

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.

Acknowledgements

Arius 3DLearning Innovations and Academic Development, George Brown CollegeApplied Research and Innovation Office, George Brown College