Primary Presenter: Carole Hruskocy

Co-Presenters:  Kristin Donley and Dr. Sandra Foster

Organization: Regis University

Role: Associate Professor

Track: Research Presentation

Level: For Mere Mortals

Abstract: This research presentation will provide educators with knowledge and insight on 3D technology and its impact on teaching and learning. The presentation is based on data from a two year study on the efficacy of 3D technology in K-12 education conducted in the Boulder Valley School District. Findings from the two year study will be shared along with 3D simulations used in the study.

Bio: Dr. Carole Hruskocy has over 25 years of experience in education at both the elementary and higher education level. She earned a PhD in Curriculum and Instruction from Purdue University. Dr. Hruskocy is currently an Associate Professor in the School of Education and Counseling at Regis University where she oversees the Instructional Technology graduate degree. Dr. Hruskocy has presented both nationally and internationally on a variety of topics including online course development and technology integration. She was involved in the first iteration of the NETS-T as a member of the writing team and presented at ISTE 2010 on 3D technology.

Description:  There are a number of technologies available to teachers and students that support development of 21st century and workforce readiness skills. One emerging technology is stereoscopic 3D. Initial research on the use of 3D technology in teaching and learning indicates that test scores increase and retention of information is enhanced. To build on this initial research a two year study of the integration of 3D technology into teaching and learning was conducted in Boulder Valley School District. The pilot year included four schools, an elementary, middle, and high school and eight teachers. Findings from the pilot study revealed the following: (1) student engagement is increased, (2) student achievement may be improved relative to discussions, illustrations, and writing and, (3) gains in special education student scores were observed.

The second year of the study focused on two schools from the pilot year, a middle and high school, and attempted to isolate 3D technology from other variables that may also impact student achievement. Specifically the study focused on middle and high school science units supplemented with 3D technology along with assessment measures that included building models, reflective writing, and narrative demonstration of learning. Data analysis is underway with initial findings that support the year one findings relative to the impact of 3D technology on student academic achievement, retention of content knowledge, and student engagement.

This research presentation will share findings from the two year study with the goal of engaging participants in dialogue about the use of 3D technology in schools including potential research and integration strategies. Attendees will have opportunity to view 3D simulations used in the study.