visual learning

About half of our brain’s processing power is dedicated to seeing and processing visual sense, as much as 75-90% of learning in a classroom occurs through the visual system. Our vision is key to interacting with the world around us, and trumps all other senses when it comes to learning. Numerous experiments show that pictures and images are more likely to be remembered than word, commonly referred to as the picture superiority effect, PSE.
In 2011, a team of researchers led by Professor Dr Anne Bamford, Director of the International Research Agency undertook a comprehensive research investigation of the impact that stereoscopic 3D has on pupils’ learning. The goal was to identify the most effective way of 3D presentation in classrooms and to measure the effect and benefit. The research was conducted between October and May 2011 in classrooms across seven European countries and involved 740 students, 47 teachers and 15 schools. The study has provided unique insights into the impact of an interactive learning experience. One of the key findings was that using 3D elements in teaching improved learning by more than 60% compared to corresponding training without 3D support.
In science, students need to understand abstract concepts that can be as difficult to teach as to learn, since the students can’t imagine concepts on a molecular level. By using relevant, realistic representations, the student can get a better understanding, and the teacher can help reduce the extraneous cognitive load.

Using 3D digital model in science

One of the key concepts of constructionism is that students can only learn by building upon what they already know and have experienced. Science is often complex, dealing with abstract concepts, not visible to the eye – atoms, molecules, chemical solutions – subjects that are too small, too large, to complex, or to abstract for us to comprehend. Using a model or representation can make the subject more concrete and graspable.

When listening, or reading, you instantly create an inner picture, or rather an inner landscape, of what you are hearing or reading. But your inner landscape will differ from people around you – even if you are listening to, or reading, the same thing. Using a visual aid, you can create a shared reference point with anyone watching the same image or visualization. For teachers, it is essential to find ways to create a teaching environment where students can use their prior knowledges and apply this knowledge to understand the abstract concepts within science subjects. By establishing that the entire group has a shared reference point teachers can facilitate further development in the learning process for each student.

^{microsofftedu}