Kazuya Iida

This study aimed to verify the effect of using 3DCG stratigraphic teaching materials on students’ understanding of the three-dimensional characteristics of strata, with the following two objectives: first, to test the effect of learning with 3DCG stratigraphic material that incorporates additional objects that assist in reading the stratigraphic surface on students’ understanding of the direction of dip of the strata; and second to examine the impact of learning about fold structures by incorporating 3DCG stratigraphic material to foster students’ understanding of fold structures. The results of the classroom practice with male third-year secondary school students suggest two points: first, the observation of 3DCG stratigraphic material with stratigraphic surfaces highlighted with 3D objects improves the understanding of the direction of inclination in 3DCG strata without added objects; and second, the study of folds developed in this fold learning method developed in the study improves the understanding of fold structures. These findings suggest that learning using 3DCG stratigraphic teaching materials has the potential to promote a three-dimensional understanding of strata. However, as the Lower Secondary School Curriculum Guidelines merely mention folding, this lesson practice was implemented as an advanced topic. The development of stratigraphic 3DCG teaching materials aligned with the Lower Secondary School Curriculum Guidelines, along with accompanying lesson practices, is necessary going forward.

The purpose of this study was to develop a lesson on geological strata incorporating a disaster perspective by using 3DCG teaching materials on the geological strata of Mount Fuji and to evaluate its effectiveness in practice. The initial analytical perspective was to assess the degree of difficulty in identifying the strata. The second point of analysis was the students’ overall feedback on the class. When a quantitative text analysis was conducted on the students’ descriptions of the class practice, many of their evaluations were related to the use of 3DCG materials. The third point of analysis was to examine the lesson’s impact on students’ perception of the usefulness of geologic strata knowledge. A comparison of the pre-survey and post-survey data obtained revealed a significant improvement in students’ evaluation of the usefulness of geologic knowledge.

The purpose of this study is twofold. First, to develop a 3DCG teaching material for strata that can be displayed in AR. Second, to evaluate the developed 3DCG teaching material. To achieve the second objective, we conducted a classroom practice for third-year junior high school boys using the developed teaching material. The evaluation of the teaching material was based on the following three points. First, the impact of the 3DCG display method on immersion. Second, the characteristics of stratigraphic observations using 3DCG materials. Third, the influence of prior learning using 3DCG stratigraphic materials on the perception of geological events in the field during field trips and other outdoor activities that do not involve planned stratigraphic observations. The results of the classroom practice suggested the following three points. First, AR display is generally evaluated as having higher immersion than conventional desktop display, although there are differences depending on the item. Second, in observations using stratigraphic 3DCG materials, differences were found between items with regard to the ease of recognizing geological events and three-dimensional features. Third, observing strata in the 3DCG teaching materials in advance makes it easier to recognize the elements that constitute strata in field observation.