Photogrammetry: Measuring Student Success Using Interactive 3D Digital Learning Objects

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.