УДК 004.92
3D TECHNOLOGIES - A REVOLUTION IN EDUCATION AND
TRAINING
Petya Byalmarkova
St. Cyril and St. Methodius University of Veliko Turnovo
e-mail: [email protected]
ABSTRACT
This paper presents the results of exploration and implementation of
learning outcomes and learning through 3D technologies. Presented is a
particular use of 3D technologies in form of 3D learning environments or 3D
Web conferencing for generative and more effective use in field of training.
Keywords: Three-dimensional technologies (3D), education, 3D Web
conferences, 3D classroom.
INTRODUCTION
Dynamics in the development of computer technology and the best
opportunities they offer are a prerequisite for their widespread use and their
application in different spheres of life. Training and education should not lag
behind in this attitude. It is necessary to follow the novelties for to be topical and
be prepared to cope with the requirements of new times. Combining the best
methods of teaching an attractive option for 3D computer modeling and
visualization can create conditions for better training.
Nowadays, 3D models are widely used in many fields such as movie
industry, medical industry, video games manufacturers, science and etc.
Three-dimensional (3D) technology continues to evolve rapidly, so any
improvement in technology use expands into new areas. Three-dimensional
technologies enjoy great popularity in application development to overcome the
gap in the division of technology categories. 3D technologies are essential for
ensuring access to physical models for students and researchers. Modern
effective education and science using advanced technologies. Educational
process needs more detail, clarity and interactivity. 3D technologies open new
page in the life of modern science and education.
This report explores the use of 3D technology in education.
DESCRIPTION
Educational materials deemed acceptable in the past now fail to engage
students who are more attuned to the high quality 3D entertainment software,
e.g. computer games.
These students demand more from their educational experiences than flat
pages of content, un-interactive videos and text based communication software.
Immersive 3D environments provide unique, hitherto impossible,
opportunities to change the nature of learning and teaching experiences,
especially for distance education students.
Such environments positively affect many of today’s educational issues
including student engagement, immersion and authentic professionalism.
Basic principle of 3D technology
3D computer applications (software and hardware) that capture, process,
and make use of three-dimensional representation of real world information [3].
In 3D - all locate in 3 dimensional platforms. The pictures have depth and
offered multiple perspectives, as in real life.
Fig.1. Presentation of 3D view
3D IN EDUCATION
In recent years, teachers in a variety of educational settings have begun to
make greater use of information and communication technologies in their
teaching. Such technologies have the potential to make learning resources more
accessible, to allow a greater degree of individualisation and to make the
learning process a more active one. Recent developments in desktop computer
hardware and software have made feasible a new application of learning
technologies, the 3D learning environment. Such environment can situate
learning to a greater degree than traditional multimedia learning resources and
can facilitate individual knowledge construction through new types of learnercomputer interaction.
Specifically, the main characteristics of a 3D environment are as follows:
• The environment is modelled using 3D vector geometry, meaning that
objects are represented using x, y and z coordinates describing their shape and
position in 3D space [2].
• The user’s view of the environment is rendered dynamically according
to their current position in 3D space.
• The user has the ability to move freely through the environment and
their view is updated as they move.
• At least some of the objects within the environment respond to user
action.
3D Web Conferences
The Shift towards 3D. While traditional Web conferencing software
solutions are very effective and very popular, it seems like the big innovation
lately in the Web conferencing, web meeting and webinar industry, is 3D Web
conferencing, or Web conferencing via virtual worlds. This relatively new
concept merges the technology of a traditional meeting over the web, with the
physical cues one would get from a face to face meeting. Content is still
administered over the web, but via 3D avatars, or 3D character versions of
participants. The concept is sort of like a video game, that's used for social
interaction and collaboration [1].
There has been a surge of new products popping up lately, all specializing
in providing 3D presentation technology for businesses and science. There are
several other products on the market include:

Tixeo
Tixeo WorkSpace3D is a practical web conferencing tool that allows for
up to 50 simultaneous participants, and in High Definition, provided that
participants have HD-equipped webcams. It also lets users upload 3D models
that can be seen from any angle, so for those who want to share advanced
graphics during a web conference, Tixeo WorkSpace3D could be the perfect
choice. Data encryption is available, so all meetings are completely secure.

Edusim
The Edusim application is a slimmed down version of the core Open
Cobalt Metaverse Project. Edusim is a 3D multi-user virtual world platform and
authoring toolkit intended for your classroom interactive whiteboard (but
equally powerful on the students laptop or desktop computers). Edusim has been
tested and works on the Smartboard, Activeboard, Interwriter, Polyvision,
Mimio, eBeam, and even the Wiimote Whiteboard. Edusim is extendable
allowing multiple classrooms to connect their interactive whiteboards for
collaborative learning session. Edusim as a concept seeks to model a new way to
engage student through "immersive touch" by leveraging 3D virtual
environments on the interactive surface or classroom interactive whiteboard [6].

Forterra OLIVE
On-Line Interactive Virtual Environment (OLIVE) customers rapidly
generate realistic, three-dimensional virtual environments that scale from single
user applications to large-scale simulated environments that support a vast
number of concurrent users.
The virtual worlds produced or hosted by Forterra Systems and their
clients appear to function similarly to public (open-invitation MMOGsmassively multiplayer online game). Another difference between conventional
MMO (massively multiplayer online) virtual environments and OLIVE
environments is that real-world locations are replicated in an OLIVE virtual
world, as opposed to fantasy-based worlds or hypothetical "islands" [10].

OpenSim
OpenSimulator is an open source, multi-user 3D application server that
can be used to create and simulate immersive virtual spaces, environments, and
worlds. Similar to the web servers that power the World Wide Web, OpenSim
is a new kind of 3D internet server that combines the richness of the “flat” web
with advanced simulation technology to create a seamless digital version of the
real world – a world where you can create anything you can imagine, teach a
class in an environment you design, or even fly to work instead of driving. You
can meet with distant colleagues and students “face-to-face” through digital
avatars, collaborate on a project as if you were in the same location, or develop a
model or project plan together in real time [7].

ProtoSphere
ProtonMedia is the developer of ProtoSphere, a 3D environment that
enables organizations to deliver online, virtual instructor led training (VILT)
programs and foster immersive virtual collaboration engagements. ProtoSphere
is integrated with Microsoft tools, including Lync and SharePoint, and provides
a way to leverage these enterprise class technologies for your learning and
training needs.
Embraced by companies in life sciences, education, energy, financial,
manufacturing, and the public sector for its ability to improve knowledge
transfer, knowledge retention, and collaboration, ProtoSphere’s virtual
collaboration tools can be used by any organization that seeks to achieve these
benefits [8].

Second Life
It is a platform that principally features 3D-based user-generated content.
Second Life also has its own virtual currency, the Linden Dollar, which is
exchangeable with real world currency. Second Life users create virtual
representations of themselves, called avatars and are able to interact with other
avatars, places or objects. They can explore the world (known as the grid), meet
other residents, socialize, participate in individual and group activities, build,
create shop and trade virtual property and services with one another [9]. Second
Life is used as a platform for education by many institutions, such as colleges,
universities, libraries and government entities.
Fig.2 The basic primative objects used
for building in Second Life
Fig.3 3D virtual classroom in Edusim
1) Advantages of 3D Web conferencing.
Theoretically, because physical cues play such an important role in how
we interact, retain information and learn the idea of 3D Web conferencing could
be a vast improvement over traditional web conferencing software, for online
learning. 3D Web conferencing would not only improve how we learn and
teach, but would still be more affordable than a face to face solution, saving
instructors and presenters travel costs and accommodation costs, among other
things. As well, perhaps as the technology advances, in the future, participants
of a Web meeting will be able to do more than just learn, participate and ask
questions. The concept could very well change the way we participate in online
classroom.
- 3D technology facilitates visualizing;
- 3D technology can help promote connections to art;
- Virtual worlds can be very effective learning spaces.
2) Disadvantages of 3D Web conferencing.
Unfortunately, the technology is relatively new and has not yet been
thoroughly explored, tried out and tested. The future could be a bright one for
the 3D Web conferencing for education, especially for e-Learning [1].
Recently emerging research and the emergence of 3D Web-based
environments for teaching and learning is suggesting the importance of the sense
of presence and co-presence in the development and evolution of online
communities [4]. Students are aware of the presence of their instructors and
colleagues when logged into the world; indeed, through the use of avatars, each
can "see" the other. Students can approach other students and, using both audio
and text, may talk to one another not only about course assignments but also
about life, work, or the latest news.
Here are a few other areas where 3D shows tremendous promise. Our
trials have shown that learning in a 3D environment allowed the enhanced
interaction with content and other individuals in a unique way because of the
notion of “advanced presence”, or feeling like you are really there.
3D worlds allow for the complete range of the learning taxonomy. Our 3D
experiences have allowed for various levels of learning, from cognitive and
affective to skills or competency based learning.
3D worlds allow for both passive and active learning, as well as
synchronous and asynchronous learning. Traditional online learning appeals to
learners, since it is just in time and time-managed by the learner, yet learners
complain that online learning lacks the opportunity to explore and engage with
other learners. 3D worlds create an environment where learners can explore and
discuss content, as well as build professional networks. 3D worlds can provide a
blended approach that allows people to learn on their own as well as interact in
groups [5].
3D formal classrooms with screens provide streaming video, electronic
presentations and/or software application sharing. Some 3D environments allow
for recording of the experiences to be able to “archive” the training for future
users or to replay the experience immediately for assessment by the learner.
PCs and audio - many require upgrades to graphics cards, CPU and
memory or adjustments to video drivers. Others do not have the right software
plug-ins to view the environment properly.
Audio – using VoIP-based audio. This allows for the avatars (online
personae) to respond to the learner’s tone of voice by gesturing. These gestures,
such as head nods and shrugs, increase the fidelity (or real-life feeling) of the
experience. To participate in the platform’s VoIP, users need either a headset
with a microphone or, occasionally, they can use the built-in microphone and
speakers in the PC.
Bandwidth – to deliver their graphically rich, immersive experiences,
most virtual worlds use an architecture that involves a client download in the
range of several hundred megabytes. Bandwidth is also an issue for the ability to
provide good resolution of graphics and features such as streaming video.
Such 3D visualizations and simulations can give learners a better
understanding of physical phenomena, which are typically not visible in real
hardware settings.
CONCLUSIONS AND FUTURE WORK
Immersive 3D environments provide unique, hitherto impossible,
opportunities to change the nature of learning and teaching experiences.
Such environments positively affect many of today’s educational issues
including student engagement. The technology in the lecture hall allowing
teachers to reach a wide range of learning styles of students. They can enhance
understanding of 3D reality.
Due to the development of technology (absolute cost reduction), relative
effectiveness and training 3D equipped rooms will become the new standard of
teaching in universities. 3D based content can enhance communication of ideas
and concepts and stimulate the interest of students.
Adding a new dimension creates engaging and effective instruction on
challenging subjects.
REFERENCES
[1] . A Place for 3D Web Conferencing in e-Learning?,
http://www.lambdasolutions.net/content/place/3d/web/conferencing/elearning
[2] . Devadason Robert Peter, Ng Khar Thoe, Wahyudi, Cheah Ui Hock.
BETTER SCIENCE AND MATHEMATICS ANIMATIONS FOR LEARNING
USING 3D TECHNOLOGY? , 2001
[3] . Karina Rodriguez-Echavarria. 3D Digitization Technologies for Collection
Artifacts. Cultural Informatics Research Group, University of Brighton,
http://www.3d-coform.eu
[4] . Schroeder et al., Virtual World, 2001
[5] . 3D Learning and Virtual Worlds, March 2009, www.acs-inc.com
[6]. 3D multi-user virtual world, http://edusim3d.com/
[7]. http://ucsim.uc.edu/blog/opensim/
[8]. http://www.protonmedia.com/
[9].Giuseppe Macario, Cory Ondrejka. Virtual Worlds: Theoretical Perspectives
and Research Methods, October 18, 2014.
[10]. 3-D e-Learning?, http://www.learningsolutionsmag.com/articles/344