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3D in the classroom…more effective than Ritalin?

August 3, 2012

We’ve seen multiple studies indicating that the usage of 3D technology in the classroom dramatically improves students’ test scores, attentiveness, retention and engagement. You can find a few of these discussed in prior posts here and here.

However, I recently came across a white paper outlining additional benefits that I had not previously considered. While it reinforces many of those mentioned above, it also uncovered some other interesting (albeit ‘softer’) byproducts of leveraging 3D in the classroom. These are the improvements to the overall learning environment, which ultimately benefit all students – even the ones who aren’t necessarily ‘underachieving.’

For example:

– “on task” conversations and questions in the classroom increased after 3D was seen in a lesson.

70% of teachers noted that students’ behavior had improved when using 3D.

– students with attention disorders showed the most positive change in attention levels and communication between 2D and 3D.

Additionally, the positive impacts to the teaching side of the equation are notable. For example:

– teachers were more likely to adopt different teaching pedagogy in 3D lessons vs. 2D lessons.

– teachers encouraged more conversation and collaboration with students during 3D lessons.

– students felt that their teachers were better and “nicer” when they taught with 3D.

Sounds like a compelling story to me.


You can find the white paper here:

The_3D_in_Education_White_Paper_US  by Dr. Anne Bamford


From → 3D, 3D in Education

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