Interactive 3D Workspace for Multi-User Object Annotation
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Solution Overview
Problem
Conventional instructional methods and assessment formats fail to adequately foster higher-order thinking skills, such as critical thinking, by primarily focusing on lower-tier cognitive processes and lacking interactive engagement opportunities.
Innovation Solution
A computing device and method for creating an interactive three-dimensional (3D) workspace environment that allows users to import, annotate, and collaborate on 3D objects, featuring single-user and multi-user rooms, annotation tools, and multimedia integration, enabling active learning and peer feedback.
Engineering Contradictions & Design Principles
Engineering Contradiction Analysis
1Productivity
If conventional instructional methods (lectures, controlled discussions, research papers) are used, then students can complete assignments and demonstrate knowledge, but higher-order critical thinking skills are not adequately fostered
Solution Approach 1:
The patent transitions from traditional two-dimensional classroom interactions to an immersive three-dimensional virtual environment. Students navigate a 3D virtual campus, examine objects in multiple dimensions, and engage with course material through spatial relationships, enabling deeper analytical engagement and critical thinking that conventional flat-screen lectures cannot provide.
Solution Approach 2:
The system creates virtual copies of physical objects, historical sites, and classroom environments. Students can examine 3D models of artifacts, buildings, or scientific objects from multiple angles and at different scales, allowing repeated analysis and manipulation without the constraints of physical access, thereby fostering higher-order thinking through repeated exploration.
2Productivity
If one-way communication or controlled discussions are employed, then instruction can be delivered efficiently, but student participation is limited to a few students at a time
Solution Approach 1:
The virtual classroom environment serves multiple functions simultaneously: it delivers structured instruction, enables student presentations, facilitates group collaborations, and allows anonymous question submission. Any student can access the virtual space, present their work, or engage with course material at their own pace, making participation opportunities universal rather than limited to a few students.
Solution Approach 2:
The system introduces digital intermediaries that facilitate student-teacher and student-student communication. Students can submit questions through virtual platforms, receive feedback asynchronously, and collaborate on projects using shared virtual workspaces, removing the barrier of real-time physical presence and enabling broader participation.
3Ease of manufacture
If assessment formats focus on recall and description of facts, then evaluation can be straightforward, but profound connections regarding social, historical, and cultural nuances are not prompted
Solution Approach 1:
The system provides preliminary 3D models, virtual field trips, and interactive resources before assessments occur. Students can explore complex topics in detail beforehand, examining social, historical, and cultural nuances through immersive experiences. This preparation enables them to make profound connections during assessments without the pressure of time constraints, balancing ease of evaluation with depth of analysis.
Data Source
AI summary
In an embodiment, a computing device for providing an interactive 3D workspace is disclosed. The computing device receives user input to select between a single-user or multi-user 3D workspace room, rendering appropriate workspace with depth effects. It prompts the user to import a 3D object file and displays it in the workspace. The computing device renders a user interface to interact with the 3D object. For a single-user workspace, the computing device displays an active user cursor with user details moving with the cursor. For a multi-user 3D workspace room, the computing device renders multiple user cursors, each with user details that move with the corresponding cursor. When annotating a 3D object, the computing device activates a tool that replaces the user details with an annotation indicator adjacent to the active user cursor.