Instructional Uses Of 3d Modeling Or Animation
Abstract
The aim of the paper is to compare the results of two studies on the instructional uses of 3d modeling or animation, and whether they are having a positive impact on the learners. Different studies do point out to the positive outcome of uses of 3d modeling or animation in different fields. However, still more studies are needed in this direction to make robust conclusions as some of the studies display mixed results.
Introduction
3D modeling and technologies plays an important role in the educational process and creates a richer and interactive environment. The technology has made great strides in this field, and the growing field is opening many new fields and possibilities. Already 3D technology is being used extensively in different industries such as Entertainment, Gaming, Architecture, Publishing, Advertising and Marketing as well as Geology and Science. Thus, we find the field offering lucrative opportunities in almost every kind of industry. 3D modeling makes an educational process much more interesting and interactive. First Study
Abstract The purpose of this paper is to look into the efficiency of Three-dimensional (3D) digital animations in teaching musculoskeletal system to the kinesiology students (Hoyek et al, 2014) from the first year. The study sheds light on the usefulness of a new instructional material beyond the laboratory environment.
Summary
3D offers interactive dynamic visualizations to learn human anatomy. Teachers used human anatomical drawings on the board while lectures and documents for reference included two-dimensional (2D) black and white drawings of the anatomical structures with descriptions. There have been several studies on teaching human anatomy with new teaching methods such as 3D videography, 3D computer animated graphics as compared to 2D images and dissection. It is believed that mental rotation training improved learning procedures and increased spatial ability.
The current study was done on two groups of first-year kinesiology students, total of 391, who were learning the human musculoskeletal system. One group was shown two-dimensional (2D) drawings embedded into PowerPoint while the second group was shown 3D digital animations. The groups were evaluated at the end of the teaching periods on upper limb and trunk and were given true/false statement questions regarding upper limb and trunk sections. Students using 3D digital animations were expected to score better as compared to the other group using PowerPoint slides. In the overall final examination scores, 3D group did not outperform 2D group. Thus, there are some topics that require more spatial ability to learn effectively with 3D animations. The study concludes that there is selective usefulness of 3D digital animations in anatomy knowledge for specific topics requiring spatial ability. Second StudyAbstract The study was designed to see how huge architectures models could be improved with few uncelebrated image sequences and create a photorealistic 3D scene. The idea is to improve the fidelity of 3D architecture with the help of 3D vector data. 3D vector data is known to simplify the 3D reconstruction problem by supporting the architectural dimensions of the scene directly. Summary
The data structure must comply with the demands of a 3D GIS graphics interface and should have real 3D support that is fats and detailed. Apart from efficient visualization, the data structure must be versatile to accomplish the characteristic demands of traditional GISs. For the study, a spatial data model was proposed to deal with the important work of 3D GIS database (Zheng et al, 2009). Results show that this is an efficient and promised approach to complete of 3D architecture models with high-fidelity. The well-designed 3D spatial data structure and dynamic visualization are based on a robust platform. This is an efficient approach to dynamic visualization of 3D architecture models with high-fidelity. The geometric primitives can be fitted to increase the accuracy and spare memory.
Abstract Different authors have been involved in developing top quality animations for the teaching
of biological processes. The level of animations have to be according to the age of learners, as too detailed animations, or realism may overwhelm the learner (Danton 2008).
Summary Different animations have been involved in major projects for developing quality animations for learning in the classrooms for biological events. However, animations are seen to be a more effective tool and where he has better control as compared to 2D. Many studies support the concept of interactivity via animations and find them a better learning aid. The aim should be to understand the essential parameters in animations that make them an essential complementary learning tool.
Fourth Study
Abstract The last decades see a much higher use of computer technologies and multimedia learning material across all levels of education. Empirical studies related to the influence of the impact of 3D-visualizations on learning are still inconsistent. Instructional design manipulations play a role within the framework of cognitive learning theories.
Summary.
Another study tested the impact of visual cues and 3D-representation in the domain of biological education (Huk et al, 2010). The importance of depth cues in graphical representations. in science education was looked into with two experiments. It was concluded that 3D representation format led to better understanding of the experiment and a more positive attitude and was easy to comprehend by the students.
Fifth Study
Abstract The number of high school students partaking in 3d modeling courses is on the rise. With the number of options and choices in software applications, the good news is that the high school students are not intimidated by the new technology. Today, schools are encouraging the multimedia learning with administrative support and incorporating 3D visualization and animation (Cain, 2005) into their curriculum.
SummaryComputer graphics curriculum designed for different post-secondary programs, However, applying the technology to academics can be a bigger challenge in high school classrooms. The instructors must be competent and have a thorough knowledge of what competencies they are teaching and how are these competencies related to academic standards. There was a great response from the students who showed keep interest to participate in these programs. 3D visual communication at the high school level is an exciting project. However, it is much tougher to incorporate 3D animation in their curricula.
Sixth Study
Abstract It is thought that learning 3D concepts like surgery can be difficult with the help of 2D books. Advanced computer technology plays an important role in the field of medical education. The traditional means of education via books, lectures, human atlases and dissections will always have an important role in the medical field. However, the costs of educational material and cadavers are always on the rise.
Summary Authors propose that students can grasp better with the help of advanced 3d tools and spatial visualizations. A pilot study in this direction to compare the results of traditional study material and use of 3d stereoscope material (Perry et al, 2011) for their study. The students were given questionnaires to offer their views on their impressions of 3d stereoscopic animations and how do they help in helping them understand their medical concepts better. Qualitative assessment was done on the feedback regarding 3d stereoscopic animations and their impact on better learning. Results show that the 3d animations was a useful learning aid and enhanced the memory of the students.
Comparative studies
3D computer graphics and 3D techniques are finding multiple uses in different industries. In order to make those images appear three-dimensional, a complex mix of colors, textures and perspectives work together. Today, the use of 3d technology is not just limited to games and entertainment, but it is finding extensive use in industry, Architecture and other educational fields.
The above studies are good examples of using 3d technology. The studies are bases in a realistic environment. In the first study, use of 3D is evaluated for the study of human anatomy while, in the next study, it looks into the 3D architecture models with high-fidelity. While the second study shows marked improvement in the results, there are mixed results in the case of the first study. There are limitations in the first study is the animations provided often presented a huge amount of pictorial information that was not processed by students. There is a need to control certain factors like the students’ personal homework, the VMRT scores and the type of questions. The goal of the third study shows that there is a need to understand the essential parameters to design animations for learning biology processes and how 3d animations can become an essential learning tool. The results of the fourth study reveal that students preferred the format of 3D animation better than the 2D and had an increased positive attitude towards the 3D representation. Moreover, the 3D representation format led to better test scores and was easy to comprehend by the students. The experiences from the fifth study demonstrate that teaching 3D visualization at the high school level can be interesting and there sure is a positive response form the students, but can be overwhelming with obvious challenges. The last study displays that students feel positive about the use of 3D technology in learning human anatomy and follow the complex surgical procedures.
The results of the above studies show an improved learning experience and better experience with the use of 3D technology. Although there were limitations in these studies that were done under controlled conditions.
Conclusion
Hundreds of companies rely on 3D software tools, pre-built 3D data and plug-ins for their services and products. The community made of hundreds of thousands of 3D enthusiasts is on the rise, and it is made of 3D enthusiasts as well as professional 3D artists. Programmers use 3d in game development, entertainment industry, for video production, publishing, film, etc. The prime factors contributing to the colossal rise in the demand of 3D software and technologies are the superior results and better outcomes for the supply of services and products. Moreover, the 3D software and technologies are advancing at a fast pace, opening new arena and endless possibilities. The increasing global impact of online 3D communities and pre-built 3D content is fast penetrating every corner of different industries (Bennett, 2006).
There is an increasingly rich array of large, multi-purpose 3D software packages available for 3D technologies such as Autodesk’s 3ds Max and Maya, Softimage’s XSI, that are popular commercial tools. Independent 3D software developers are now creating plug-ins to extend the reach of these technologies. Today, one comes across focused 3D products that make for the best-of-breed functionality. These products are fast gaining recognition in the different industries for modeling, sculpting, terrain generation, crowd animation, and rendering.. This phenomenon is not limited to the channels of large studios.
The future of the 3D market is one of diffusion and is expected to radiate in many directions. What one can expect is a thriving professional market that is run by 3D professionals that will raise the benchmark and establish the quality bar to set new trends.
References
Bob Bennett. (2006). Evolution of the 3D industry. Computer Graphics World, 29(12), 8.
Cain, R. (2005). Teaching 3D modeling and animation in the high schools. ACM SIGGRAPH Computer Graphics, 39(2), 24-25. doi:10.1145/1080376.1080389
Danton H. O'Day. (2008). Using animations to teach biology: Past & future research on the attributes that underlie pedagogically sound animations. The American Biology Teacher, 70(5), 274-278. doi:10.1662/0002- 7685%282008%2970%5B274%3AUATTBP%5D2.0.CO%3B2
Hoyek, N., Collet, C., Di Rienzo, F., De Almeida, M., & Guillot, A. (2014). Effectiveness of three-dimensional digital animation in teaching human anatomy in an authentic classroom context. Anatomical Sciences Education, 7(6), 430-437. doi:10.1002/ase.1446
Huk, T., Steinke, M., & Floto, C. (2010). The educational value of visual cues and 3D- representational format in a computer animation under restricted and realistic conditions. Instructional Science, 38(5), 455-469. doi:10.1007/s11251-009-9116-7
Perry, J. L., Cunningham, L. D., Gamage, J. K., & Kuehn, D. P. (2011). Do 3D stereoscopic computer animations improve student learning of surgical procedures? International Journal of Instructional Media, 38(4), 369.
Zheng, H., Rodehorst, V., Heinrichs, M., & Hellwich, O. (2009). Improvement Of The Fidelity Of 3d Architecture Modeling Combining 3d Vector Data And Uncalibrated Image Sequences. Computer Vision & Remote Sensing, Berlin University of Technology.
