Integrating fieldwork and classroom teaching using 3D and 4D models: benefit or hindrance to student learning?

Abstract

Visualising and understanding concepts in 3D/4D is an essential skill in the Earth and Environment sciences that students often find difficult to grasp. With the increase in availability and associated reduction in cost of higher level computing and visualisation facilities, there is an increasing use of modern visualisation modelling techniques and technologies in teaching. The question we address here is “does the use of new technology enhance or hinder student learning?”