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ERIC Number: EJ1121805
Record Type: Journal
Publication Date: 2017
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1360-3116
Perceived Advantages of 3D Lessons in Constructive Learning for South African Student Teachers Encountering Learning Barriers
de Jager, Thelma
International Journal of Inclusive Education, v21 n1 p90-102 2017
Research shows that three-dimensional (3D)-animated lessons can contribute to student teachers' effective learning and comprehension, regardless of the learning barriers they experience. Student teachers majoring in the subject Life Sciences in General Subject Didactics viewed 3D images of the heart during lectures. The 3D images employed in the lessons enabled student teachers to interact and perform longitudinal and cross-sections of the 3D images in order to enhance their understanding of difficult concepts. In this study, quantitative and qualitative approaches were employed. Selected participants (n = 26) were interviewed and requested to indicate the advantages of 3D lessons for effective learning. These advantages were grouped according to the universal design for learning model, and then listed in a questionnaire that was completed by all participants (n = 88). The results indicated that 3D animations improved their understanding of concepts regardless of the learning barriers they encountered. They also agreed that their attention span improved, they were more interested in the topic, developed a deeper understanding of the content, were actively involved in the lesson and tended to ask more complex questions.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa