Pupils remember more and behave better when 3D images are used in lessons, research suggests. They are quicker to learn and absorb new concepts, and display higher levels of concentration.
Professor Anne Bamford studied the effectiveness of 3D content in 15 schools across seven countries. In each school, one class studied science in 2D classes and another did the same lesson using 3D resources. Pupils in 3D classes could remember more than those in 2D classes after four weeks, improving test scores by an average of 17 percent compared with 8 percent for 2D lessons.
The researchers commented that the pupils in the 3D groups had deeper understanding, increased attention span, more motivation and higher engrossment in the lessons.
One teacher in the study said, “ In class with 3D you have the ‘wow’ effect. The pupils are too interested to be disruptive(制造混乱的). They get involved and forget to be naughty.” Another said, “The class certainly pay more attention to the learning in the 3D classes. They are more focused. That is important in this class --- eight out of the 26 pupils in this class have attention problems, so I am thrilled with the impact of 3D. They are really attentive.” The study also found that teachers could use the 3D animations without specific training. Schools would need 3D-enabled projectors(放映机), laptops with good graphic capabilities, 3D software and glasses for children to introduce animations into classrooms.
But Danny Nicholson, from the Association of Science Education, said the technology would be impractical to use in schools and could be too expensive. He said, “While I think the idea of 3D technology is very interesting --- and I’m speaking as a fan of interactive whiteboards and projectors as a technology in the classroom --- I worry that 3D is a bit of an expensive gimmick (小玩意儿). There are a few cases where a true 3D image might help, but a lot of the time, good 2D models that can be moved, would be just as effective.”
In Colorado, the US, one school district is already in the process of having 1,000 3D projectors installed in classrooms. And the University of California, which carries out scientific research into the Lake Tahoe Basin, has used 3D presentations with Grade Six pupils. Those who watched the 3D presentations were more engaged and reported a general increase in their interest in science compared with students who watched the 2D version.
What method did Professor Bamford use to prove the advantages of 3D lessons?

A．Argument.	B．Description.
C．Comparison.	D．Narration.

What does the underlined word “engrossment” in the third paragraph probably mean?

A．Encouragement.	B．Concentration.
C．Contribution.	D．Consequence.

Teachers think pupils in 3D classes ____________.

A．find it hard to concentrate on the lesson

B．are too naughty to get involved in 2D classes.

C．have less motivation and lower engagement in the lesson

D．have deeper understanding and increased attention span

Which of the following statement is TRUE?

A．3D presentations have been used with Grade Six pupils throughout the US.

B．3D technology would replace 2D models in the future.

C．Teachers would use the 3D technology by training.

D．Many pupils are now more interested in science than before.

What can we learn from Paragraph 5?

A．2D will be replaced by 3D because it is neither interesting nor effective.

B．Danny Nicholson tends to think that 3D is only a bit of gimmick.

C．3D would be impractical to use in schools because of finance problem.

D．Danny Nicholson doesn’t like to use whiteboards and projectors in the classroom.

What is the article mainly about?

A．How schools can make full use of 3D technology.

B．Pupils behave better when 3D images are used in classes.

C．2D models are always more effective than 3D images.

D．The differences between 3D and 2D images.