The Efficiency of Using 3D Models to Trach Lifting and Rigging Concepts to Learners of Varying Spatial Ability

RM 216

Tell me and I will forget; Teach me and I may remember; Involve me and I will learn. -- Chinese proverb (often incorrectly attributed to Benjamin Franklin) This study proposes to put this ancient proverb to the test in an experiment designed to compare two active-learning interventions and a control group. All participants view the same instructional video, one treatment group manipulates a physical 3D model to facilitate several practice problems, and the other treatment group draws their own visualization using paper and pencil. Under certain conditions, and for some individuals, these two treatments might yield equivalent benefits. However, for those participants who have lower spatial visualization ability, envisioning real-life scenarios without three-dimensional aids may impair their ability to learn. For those individuals who lack a well-developed capability for spatial visualization, increased cognitive load from diagrams or drawings may interfere with fully comprehending the instructional materials as they are presented. This can be especially true for material that is full of two-dimensional drawings that represent three-dimensional scenarios, such as the instructional material commonly found when teaching lifting and rigging concepts. Rigging, in this context, is the process used to secure materials intended to be moved by lifting equipment such as cranes or hoists. With better training, fewer injuries may result and fewer lives may be lost from rigging accidents. This study hopes to replicate the findings of previous research on spatial visualization ability while also contributing to the nascent body of research surrounding the use of 3D-printed models for instruction.