Photogrammetry: Measuring Student Success Using Interactive 3D Digital Learning Objects
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Date
2021-05-17
Department
University of Baltimore. Division of Science, Information Arts, and Technologies.
Program
University of Baltimore. Master of Science in Interaction Design and Information Architecture.
Citation of Original Publication
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Attribution-NonCommercial-NoDerivs 3.0 United States
This item may be protected under Title 17 of the U.S. Copyright Law. It is made available by the University of Baltimore for non-commercial research and educational purposes.
This item may be protected under Title 17 of the U.S. Copyright Law. It is made available by the University of Baltimore for non-commercial research and educational purposes.
Abstract
This thesis study examined the learning effect of an interactive learning object in
the form of a digital 3D model by analyzing student grades on a technical competency
exam across different methods of instruction, including in-person face-to-face instruction
and hybrid learning at the undergraduate university level. This study aimed to evaluate
the effectiveness of a 3D model in solving 1) access to limited resources because of
protocols during the COVID-19 pandemic, and 2), the persistent issue with courses that
use highly technical equipment, which is the lack of student access to that equipment
because of the high cost and scarcity of tools. The results from evaluating technical
competency average exam grades across three semesters using Analysis of Variance
(ANOVA) show that there was a statistically significant grade average difference
between the three semesters, F(2, 85) = 3.5, p = .03. When comparing grades for the
face-to-face semesters to the hybrid semester, the grade data shows an overall positive
learning effect for the students who used the 3D model. Although there was only one
statistically significant comparison when using t-tests--the Fall 2019 and the Spring 2020
Hybrid semesters--the grades show that the students who had access to 3D models were
able to perform similarly, if not better than, the students who did not have access to the
model but had significantly more in-person training. This study introduces the process of
3D model creation, Photogrammetry, and its integration into a Learning Management
System. This study also discusses the neuroscience of digital interaction with a 3D model
and the implications for remote and hybrid learning, instructional design, and educational
emerging technologies.