There are a lot of good things happening with educational 3D across the country, yet I find that most of the great stories about 3D in classrooms somehow seem to fly under the radar. Yes, good things are in fact happening, but often no one knows about them. That’s because educators rarely toot their own horn; it’s also because the education industry is highly isolated and successful programs are often geographically pigeonholed. Rarely do successes get the broad recognition they deserve. It's for that reason that I provide another school success story here.
Case study trials of interactive 3D software being conducted in Sweden over a two month period last year produced impressive results.
Two Stockholm schools were involved in this project. The first is Vällingbyskolan, which enrolls over 700 students from the ages of six to fifteen, including students with learning disorders and disabilities. The students taking part in the trials, however, were mainly ages 13 to 15. Class size at Vällingbyskolan ranges from 15-25 students. The second school, Högalidsskolan, piloted 3D with students in year 5 to year 9 (students in the 10-16 age group). Both schools were piloting The 3D Classroom, a solution offered by Sensavis, focusing on the “Human Body” series covering the heart, lungs, kidney and fertility.
According to the principals who lead these projects in their respective buildings, a number of observable academic and behavioral benefits were evidences when using 3D in the classroom. Let me present these findings in this fashion (the hierarchy is mine, not theirs):
The principals of these schools, both of whom I interviewed, are indeed bullish on 3D. “A motivated student absorbs knowledge more easily and remembers what they have been taught. We have trialed 'The 3D Classroom' for two months and I am convinced that this is the future of learning,” said Fredrik Boström, principal of Vällingbyskolan. “This technique captures attention, engages the students, and moreover, it is cost effective.” Mattias Boström, the principal of Högalidsskolan, reflected, “We have been trialing The 3D Classroom for the past eight weeks and have been monitoring the response from teachers and students. The feedback is overly positive. We will definitely implement this program in our school.” (Please note that, despite identical last names, these two school leaders are not relatives.)
Despite the apparent slow-dance we generally see in the educational market, high-tempo schools are not letting up. Principals like Mattias Boström see it as the future. They continue to employ and explore 3D for its educational advantage. These schools in Stockholm are swinging to an upbeat rhythm—the rhythm of 3D visualization in education—I like to call it the rhythm of the mind’s eye. It’s just another example of 3D school success stories in action.