Moving Beyond “Engagement”: Using Sketchfab’s 3D Models In the High School History Classroom

Introduction

My name’s Vince. I’m a secondary school History teacher. Since 2003, I’ve been teaching at All Hallows’ School, in Brisbane, Queensland, Australia.

All Hallows’ School is an inner city independent Catholic school. The school follows the Mercy tradition established by Catherine Mcauley in Dublin in the nineteenth century. This tradition focuses on social justice goals including the education of girls and women. As such, my school seeks to provide for students a faith-based, broad liberal education. It aims to foster in students a thirst for social justice, critical thinking skills, problem-solving skills, and a love of learning. It’s a school committed to enriching the learning experiences for students. All Hallows’ is proud to be a Microsoft Showcase School.

I teach students in years 9—12. Their coursework covers a diverse range of Australian and world topics. The topics explored encourage students to grapple with those hard histories that have been too often overlooked by schools in the past. As a school, we’ve fostered links with external organisations including local museums and memorials, archaeologists, historians, and a variety of First Nations representatives—including those of the local Turrbul and Jagera peoples of the Brisbane CBD region.

Perhaps unlike some contributors to the Sketchfab Blog, I don’t see myself as a “technologist”. While I have been using computers in my classes since the late 1980s, this has always been with an eye to enhancing student learning in, and passion for, the humanities and social sciences. My specialisation as a teacher is not in ICT but in History and Modern History. The students in my classes embrace using technology. This is primarily through using Microsoft Surface Pro devices, MS OneNote and MS Teams.

The journey towards using Sketchfab’s 3D models in my history classroom

My journey toward using Sketchfab’s 3D models as part of my classroom practice has origins in recognising the potential for virtual reality (VR) to expose students to new experiences. As I grew in experience with VR in my classes, I became increasingly curious as to how teachers might use Augmented Reality (AR). Through my professional learning network (PLN) on Twitter, I had my eyes opened. Vicariously, I watched American teachers rush to purchase Merge Cubes in 2018. I was amazed by the groundbreaking work of John Zingale’s use of Qlone with his students at Vancouver iTech Preparatory. I began to explore Sketchfab, and other AR supporting apps, further in my downtime. I played and experimented. I had fun with placing historically themed 3D models into my space. It was immediately apparent how powerful visual and engaging 3D models could be in the classroom. I then considered how I might use such models to move beyond engagement; to use AR as a tool for stimulating students’ growth as active citizens (and budding historians). While student engagement is crucial in teaching, it’s not an end in itself. There are many methods by which effective History teachers might “arouse and engage the historical imaginations of our students” (Fielding, 2005) but this should not be the end game for teachers. To me, the use of AR in the classroom must not only be engaging but also effective in fostering the growth of critical thinking and problem-solving skills.

Sketchfab’s Cultural Heritage collection is enormous. It contains an extensive range of models that are of interest to History teachers. The models have been contributed to the platform by vast numbers of users. A simple search of the Sketchfab collections immediately reveals 3D models related to the History curriculum of many jurisdictions. The objects available are large and small. Some are carefully curated as historically accurate records. Others exist as parts of collections that in no way intend to represent a historical reality. Exploring the collection from the perspective of a History teacher is an exercise in historical thinking.

As I examined Sketchfab’s collections of models, I began asking questions regarding the historical accuracy and provenance of the 3D models. I was drawn into using the skills of historians. I found myself almost intuitively creating activities such as comparing the 3D model of a Roman Centurion Evocatus with descriptions in primary and secondary sources (see Smith, Wayte, & Marindin, 1890 and Campbell, 2018). I could envisage my students completing activities in which they reflected on ways in which design features of Edinburgh Castle both aligned with and differed from representation of castles in Australian History textbooks.

As a teacher of Modern History, I was especially pleased to note that it was easy to use my smartphone to place models of a World War One British Tommy, a Mark IV tank, a gas mask, and aircraft ‘into my space’.

When interacting with models such as these, I analysed the key features of the sources—just as I would expect my students to do. I found myself comparing and contrasting the 3D models with primary and secondary historical source material. I began evaluating the usefulness, reliability and relevance of each 3D model. I considered where and how I might best use the models in the course work that I teach. In short, I found myself working as historians do, with historical sources. These ways of working are the ways of working that I encourage in my students.

When using the 3D models provided via Sketchfab in conjunction with other primary and secondary historical sources, I found I was in a position to create opportunities for students in my classes to think historically. Sketchfab’s models created opportunities to not only engage students in new ways but also to develop their skills in comprehension, interpretation, analysis, and evaluation. It is apparent to me that AR presented opportunities to bring History to life in ways not possible for previous generations of learners.

Beyond Engagement: Sketchfab based inquiry activities in the history classroom

Students in my junior History classes at All Hallows’ have interacted with a range of Sketchfab 3D objects. In my classes I have endeavoured to move students beyond “simple engagement” with the models. My hope is to imaginatively use the 3D models existing in the Sketchfab collections in ways that enhance student skills as budding historians.

Using models from the Sketchfab collections, students have developed their skills in analysis.  While placing models into their space and recording their reflections using Microsoft Forms, they worked collaboratively to inquire into the origins and nature of sources. They evaluated the reliability of sources. They drew conclusions about the ways in which individuals and groups sometimes manipulate information, including the historical record, for their own purposes. They considered how historical sources might be interpreted by students so as to uncover the perspectives of people who lived in the past.

In one activity, for example, they developed their skills and historical thinking by comparing historical records on the physical appearance of Napoleon Bonaparte to the 3D model of him made by Sketchfab user Sir Klutzy. This model was based upon the depiction of Napoleon in the online game Assassin’s Creed—Unity.

I suspect that students in my History classes interacted with Sir Klutzy’s model in ways that were unanticipated by the model’s creator. The model was used as a stimulus for student inquiry. It opened doors of understanding to students that remain shut to teachers who are yet to explore the potential of 3D models in the classroom. My students used this model as a starting point for research into historical figures and the ways in which they are depicted. They considered the implications of these depictions, the use of art as a political weapon, the power of the media, and the nature of historical memory. They concluded through simple research and numeracy activities based upon Sir Klutzy’s model that, in fact, Napoleon wasn’t so short in stature after all. They hypothesised that this commonly held perspective is, in actuality, the result of an effective British propaganda campaign during the Napoleonic War era. They brought to life their study of Napoleon through AR in a way that could not be replicated in other media. Subsequently they considered the implications of how historical figures are depicted and memorialised. These conversations positioned them effectively for other activities related to the nature of statues and monuments to historical figures. Using Sir Klutzy’s 3D model of Napoleon became a stimulus to consideration of how art, statues, memorials and monuments might be used to aggrandise and to exclude, to promote particular perspectives on the past, and to shape historical memory.

Students in my History classes worked collaboratively in the school grounds using tape measures, smartphones and tablets to complete numerous activities designed around Sketchfab’s collections.These activities were designed to develop historical thinking, numeracy skills and research skills.

Well… here’s something you don’t see everyday! These unusual sights were all part of our Year 9 History studies, using @Sketchfab and AR to place 3D models of famous history objects around the school. pic.twitter.com/i7BfXKSnty

— All Hallows' School (@ahsbrisbane) September 28, 2021

One set of activities was integrated into a wider program of learning related to the Australian Curriculum’s compulsory unit of study into Australia’s role in the Great War of 1914-18. Part of this learning program challenged students to work in teams to use their smartphones to place a selection of Sketchfab’s 3D models of World War One aircraft and tanks into the school grounds. Students were required to screen capture the models scaled to their size in reality. The activities were created to ensure that students engaged in rich conversations about the nature of the First World War. Through placing Sketchfab’s 3D models into the students’ space, by requiring the students to size the models to match the historical reality, and by completing activities that challenged them to compare these models with historic photographs and records, students grew in appreciation of the scale and destructive power of military technology during the Great War. Again, it’s my suspicion that these conversations were likely to have been unanticipated by the creators of Sketchfab’s 3D models when they uploaded the models.

By examining 3D models of, and researching the height differences of, British, French and Australian infantry, students inquired into national differences in enlistment requirements during the First World War. Students literally stood shoulder to shoulder with models of First World War infantry. They saw the soldiers of a distant war in a new and realistic light while exploring the arguments for and against conscription during the war in Australia.

In a poignant experience, some students even explored Australian War Memorial (AWM) photographs and archives as they interacted with the 3D model of a uniform tunic and kit of World War One Australian digger, Private George James Giles.

Uploaded to Sketchfab by the AWM, this model allows students to interact with equipment that was “collected from George James Giles by official historian Charles Bean at the end of July 1918 when Giles was on his way out to rest after a week in the line near Morlancourt”. Bean’s photographs of Giles in the tunic on the Western Front in 1918 and records regarding his service are available through the AWM website. The Australian War Memorial indicates that this model is a digital scan of the actual tunic and equipment worn by Giles when, “on 29 July 1918 the 5th Australian Division successfully attacked the German positions at Morlancourt, taking two lines of trenches, 128 prisoners and 36 machine-guns” (Sketchfab, 2017). Students demonstrated a remarkable empathy as they connected with the experiences of Giles through examining his muddied uniform. They marveled at how the uniform revealed, through the AWM’s careful photogrammetry, the size and shape of James Giles. They noted that the tunic revealed the grit and damage of combat in ways that no photograph or written source might.

When used imaginatively and thoughtfully by History teachers, Sketchfab’s 3D models can be combined with historical sources to build rich learning experiences. These experiences can move beyond engagement. They have the potential to develop students’ skills in comprehending, interpreting, analysing and evaluating historical source materials. Further, the visualisations that can be created through AR can build empathy in students.

Some practical considerations for teachers

My History classes engage with Sketchfab’s AR models to complete skills-based activities that are distributed and monitored using Microsoft OneNote and Microsoft Forms. Students use both the Sketchfab app on their smartphones and Sketchfab through browsers on tablet devices to complete activities.

All activities are conducted with due consideration of school policies and procedures. These policies and procedures are in place to ensure that student online safety and privacy is maintained. Further, consideration is made to ensure that all students can access the activities. Educational equity is an important consideration for teachers when technology is used in class—this includes data equity for students. Internal processes exist to support these objectives within my school.

As part of their studies @ahsbrisbane #History students compared Napoleonic era uniforms with those of #WW1 using @sketchfab's #MR library and primary sources. In preparation for this activity, Ss also used #Microsoft #3DViewer and @msonenote. 2/5 https://t.co/C1qXiX07vQ pic.twitter.com/sQ7lrnNJJZ

— Vince Wall (@VinceWallAU) September 28, 2021

Students’ use of AR, and the resources provided by Sketchfab, is introduced prior to the core learning experiences that utilise the app. During these briefings, students are coached in using the tools of the app prior to the main learning activity being set. Usually, while working with the app they are expected to work, with teacher support, in self-directed or collaborative ways. Ample time is given to briefing students prior to using the tools in class.

Students are often required to complete these activities in groups outside the classroom where they have the space to truly engage with the scale of the objects they are examining. Screen capturing the projected AR objects is an important strategy for their recording of their work with AR models and sources. Students are often asked to ensure that models are presented at their “real size”. This alone can change student understandings and perceptions of the past.

Beyond engagement: Where to from here for teachers who are starting out with AR?

Research into the use of augmented reality as a means by which teachers might enhance learning is “a little bit fractured”. Despite recent “significant strides in understanding some of the best approaches to integrating augmented reality” within classrooms, using AR to enrich the learning experiences of students remains an emerging area for future study (Loveless, 2021). Teachers need to involve themselves in this study. As teachers begin to use AR in class I’d urge them to share their experiences with their professional communities. Perhaps through blogs such as the Sketchfab Blog.

Research into AR in the classroom that has been published so far overwhelmingly supports the view that AR is a powerful tool for student engagement. It’s been this power to engage that has been spruiked most by its proponents so far. I’d urge teachers to leverage that power in their classes—perhaps by use of 3D models in the Sketchfab collections.

Christine Danhoff (2021) is correct in asserting that “AR can be a hook to get students excited about content”. My experience with History students indicates that she is entirely right in observing that AR can “boost students’ excitement level and foster collaboration with their peers, making content more meaningful and memorable”.That said, History teachers should engage with AR with a mind to moving beyond engagement and towards using 3D models as a means by which higher level thinking skills are developed. As students work systematically through well-designed and targeted activities based upon the use of 3D models in History classes, they seem to quickly move beyond “excitement about content”. 3D models become avenues to sharpen and demonstrate their analytical and evaluative skills. Engagement matters, but AR takes students beyond engagement. 3D models, such as those provided by Sketchfab, can “help students grasp abstract concepts”.

By using the interaction and experimentation that AR technologies offer, teachers can enhance classroom experiences, teach new skills, inspire student minds, and get students excited about exploring new academic interests” (Maryville University, 2021).

US educational consultant Jaime Donally echoes these sentiments. To her, using AR is “not just about entertainment… it’s about enhancing lessons [and] broadening students’ experiences” (Stoltzfus, 2018). Loveless asserts that recent research indicates that use of augmented reality effectively within teaching promotes “interactive experiences with coursework”, encourages collaboration between students, “improves motivation, and increases learning gains” (Loveless, 2021).

Thanks to the efforts of a multitude of users and the work of the Culture and Heritage team, Sketchfab is an extremely efficient and cost effective method for teachers to engage with AR. Given the huge potential for enriching student learning through the use of 3D models and photogrammetry, I’d encourage teachers—especially History teachers—to explore the resources available through Sketchfab.

Vince on Twitter / All Hallows’ School on Twitter / All Hallows’ School on Instagram

List of References

Campbell, D. B. (2018). The Roman Army in Detail: The Evocati—a special corps of trusted men. Ancient Warfare Magazine, XII(4), 42-45. Retrieved November 26, 2021, from https://www.academia.edu/38025429/The_Roman_Army_in_Detail_The_Evocati

Danhoff, C. (2021, June 16). Edutopia. Retrieved August 17, 2021, from 7 Augmented Reality Tools for the Classroom: https://www.edutopia.org/article/7-augmented-reality-tools-classroom

Fielding, J. (2005, Winter). Engaging Students in Learning History. Canadian Social Studies, 39(2). Retrieved November 28, 2021, from https://files.eric.ed.gov/fulltext/EJ1073994.pdf

Loveless, B. (2021). Using Augmented Reality in the Classroom. Retrieved November 8, 2021, from Education Corner: https://www.educationcorner.com/augmented-reality-classroom-education.html

Maryville University. (2021). Augmented Reality in Education: Interactive Classrooms. Retrieved October 12, 2021, from Articles: Masters in Software Development: https://online.maryville.edu/blog/augmented-reality-in-education/

Sketchfab. (2015, October 20). Sketchfab Supports Museums and Cultural Institutions. Retrieved November 17, 2021, from Sketchfab Blog: https://sketchfab.com/blogs/community/sketchfab-supports-museums-and-cultural-institutions/

Sketchfab. (2017). Private George James Giles—Tunic and Webbing. Australian War Memorial. Retrieved November 10, 2021, from Sketchfab: https://sketchfab.com/3d-models/private-george-james-giles-tunic-and-webbing-1717a8ce161b41bdaaecac0d9d9f21d1

Smith, W., Wayte, W., & Marindin, G. E. (1890). Evoca’ti. London: John Murray. Retrieved November 27, 2021, from A Dictionary of Greek and Roman Antiquities: https://www.perseus.tufts.edu/hopper/text?doc=Perseus:text:1999.04.0063:entry=evocati-cn

Stoltzfus, K. (2018, May 17). Classroom Technology: 5 Ways Teachers Can Use Virtual and Augmented Reality in the Classroom. Retrieved October 7, 2021, from Education Week: https://www.edweek.org/technology/5-ways-teachers-can-use-virtual-and-augmented-reality-in-the-classroom/2018/05