Empowering Student Learning in the Geologic Sciences with Three Dimensional Interactive Animation and Low Cost Virtual Reality

地质学（42）这个研究和开发计划涉及两个连续的研究，导致三维交互式动画（3DIA）模块的开发和实施在大学水平的地质学课程。研究1涉及开发和测试的3DIA原型，支持在地形图的解释，地球科学的问题，需要很高的可视化技能的指令。原型的设计反映了早期试点研究的结果以及地质顾问的反馈。在研究2中，我们正在开发，实施和评估一个教学单元，使用3DIA教学生做空间问题解决任务的地质学入门课程。这些研究的结果增加了认知科学，多媒体学习，科学教育和差异心理学领域的知识基础。 从实践的角度来看，所开发的动画模块正在改进大学一级地质学课程的教学，该项目解决了国家认识到的需要，即通过从理论和技术角度提供更好的理解，在以解决空间问题为核心的领域，技术在帮助空间能力低的弱势群体方面所发挥的作用。 由于这些领域在STEM学科中很重要，因此这项工作的成果通常适用于改善STEM本科教学的交付。由于这项工作使用低成本技术，广泛传播的潜力很大，特别是对两年制和四年制大学的学生。

Geology (42)This program of research and development involves two sequential studies leading to the development and implementation of three-dimensional interactive animation (3DIA) modules in a college-level geology course. Study 1 involves the development and testing of a 3DIA prototype that supports instruction in the interpretation of topographic maps, a geosciences problem that requires high visualization skills. The design of the prototype reflects results from an earlier pilot study as well as feedback from a geology consultant. In Study 2 we are developing, implementing, and evaluating an instructional unit that uses 3DIA to teach students to do spatial problem solving tasks in an introductory geology course. The results of these studies add to the knowledge base in the fields of cognitive science, multimedia learning, science education, and differential psychology. From a practical standpoint, the animation modules developed are improving instruction in a college-level course in geology.The project addresses the nationally recognized need to increase the participation of persons who are underrepresented in fields of science, mathematics and engineering by providing better understanding, from both a theoretical and technical perspective, of the role that technology plays in aiding persons disadvantaged by low spatial ability in domains where spatial problem solving is central. As those domains are important in STEM disciplines, the outcome of the work is generally applicable to the improvement of delivery of undergraduate instruction in STEM. Because the work uses low-cost technologies, the potential for widespread distribution is high, particularly to students in two-year and four-year college settings.