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Utilization of Stereoscopic 3D Images in Elementary School Social Studies Classes
... Bamford showed that students respond positively to visual stimuli and suggested that 3D images could increase student motivation and engagement. Shibata reported that in formal education, students are interested in learning, and the use of stereo 3D movies and 3D educational materials could provide them with a strong sense of depth in their learning [8]. In Shibata's study, approximately 90% of the students who participated looked forward to attending another class employing 3D educational content. ...
We conducted experimental classes in an elementary school to examine how the advantages of using stereoscopic 3D images could be applied in education. More specifically, we selected a unit of the Tumulus period in Japan for sixth-graders as the source of our 3D educational materials. This unit represents part of the coursework for the topic of Japanese history. The educational materials used in our study included stereoscopic 3D images for examining the stone chambers and Haniwa (i.e., terracotta clay figures) of the Tumulus period. The results of our experimental class showed that 3D educational materials helped students focus on specific parts in images such as attached objects of the Haniwa and also understand 3D spaces and concavo-convex shapes. The experimental class revealed that 3D educational materials also helped students come up with novel questions regarding attached objects of the Haniwa, and Haniwa's spatial balance and spatial alignment. The results suggest that the educational use of stereoscopic 3D images is worthwhile in that they lead to question and hypothesis generation and an inquiry-based learning approach to history.
This study aims to determine the effect of using stereoscopic 3D image on learning effectiveness This research was conducted through a quasi-experiment in primary schools by using control class and experimental class. This research was joined by 52 participants (26 students in control class and 26 students in experimental class). The research conclusions indicate that, 1) stereoscopic 3D images can be used through integration into textbooks as illustrations increasing the primary school students’ perception about classroom activities (i.e., motivation, interest, challenge and excitement). and 2) textbooks integrated with stereoscopic 3D images are proven effective in improving the students' concept mastery, as seen from the independent sample t-test by using SPSS resulting in a probability (p) value of 0.000 with a significance level of 0.05 so that p < 0, 05.
In the present paper, I discuss several attempts of conducting experimental classes in schools to evaluate the educational effects and advantages of using stereoscopic 3D images and virtual reality (VR) techniques in schools. In comparison with 2D educational material, 3D material can help students focus on specific parts in images as well as to understand 3D spaces and concavo–convex shapes. The use of stereoscopic 3D images was also helpful, leading to an inquiry-based learning approach. Furthermore, the classes that made good usage of the advantages of VR techniques could encourage collaborative learning. The important thing to use VR in education is to support students to achieve learning objectives in class by their active attitude and discussions.
This research aims to determine 1) the possibility of integrating stereoscopic 3D images into textbooks as the medium giving material illustrations, and 2) the effect of using textbooks integrated with stereoscopic 3D images on the learning process. This research was conducted through a quasi-experiment in primary schools by using control class and experimental class. This research was joined by 52 participants (26 students in control class and 26 students in experimental class). The research conclusions indicate that, 1) stereoscopic 3D images can be integrated into textbooks as illustrations increasing the primary school students’ perception about classroom activities (i.e., motivation, interest, challenge and excitement). and 2) textbooks integrated with stereoscopic 3D images are proven effective in improving the students' concept mastery, as seen from the independent sample t-test by using SPSS resulting in a probability (p) value of 0.000 with a significance level of 0.05 so that p < 0, 05.
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