Role of 3D Animations as Humanistic Learning Tools

With the advent of artificial intelligence-related technologies as well as the inclusion of various new technologies, many of us feel at ease spending time in the virtual world rather than the real world. Our youths are not an exception. Since they live in a techno-saturated environment, most of them have already become accustomed to technology-assisted learning tools. In addition to their academic pursuits, our loving children and adults enjoy 3D models and animations. These virtual presentations of 3D models and animations have a stronger positive influence on the intrinsic development of humanistic thoughts, motivation and learning for the learners. 
However, there is no denying the fact that rapid advances in computer hardware and graphics technology have been aspiring to introduce 3D games into the mainstream, with the appeal of its influence in realistic environments through characterisation, geographical or historical portrayal, personification, animal presentation and many more ways. In most cases, this character behaviour development process is costly, time-consuming, resource-intensive and alluring. 
Research show that visual presentation increases students’ interest in science subjects by supporting their cognitive process. Visual aids can help students understand particularly difficult and abstract topics by stimulating their imagination and enhancing their ability to understand the subject matter, thereby improving the memorisation of these concepts. As for the other subjects, 3D dimensional rotating models and videos can serve as a means of gaining attention, bringing the outer world very near, and helping to feel the vibes of one’s essence in reality. Now comes the question of bringing humanity through visualisation for all learners, as we know the present world needs to focus deeply on it. Leo Tolstoy also once opined, “The sole meaning of life is to serve humanity.” He emphasised the urgency of bringing selfless service, compassion, and contribution to the greater community rather than personal gain.

Hence, 3D animation should bring facts to tell stories that evoke empathy. Modern people are lonely in the midst of hustle and bustle. Children and young learners are lonely too. They lack the skill of social interaction. Day by day, many of them are becoming alienated. So, they need to interact and relate to each other and display empathy. Three-dimensional animation should design characters and actions of interactions after deep thoughts so that learners can be able to sense other people’s emotions and how they are feeling and simulate social scenarios, historical events, or environmental challenges. By using expressive characters and narratives, it will evoke social skills to help students relate to subject matter on an emotional level, making learning more memorable, personalised and humanistic.
In addition, since 3D animated content is highly adaptable, we may transfer abnormal scenes or crime scenes to normal scenes or pleasing scenes. We can also modify and adapt changes in the subtitles, themes, voiceovers, and interactive controls for neurodiverse, differently-abled, or non-native speaking learners. Each learner is different from one another. It should support varied presentation styles--visual, auditory, and kinaesthetic--to ensure that no learner is left behind. After presenting it for a short time, we may encourage learners to create their own animation reflecting humanity and moral thoughts. Thus, it will foster autonomous learning, creativity and self-expression skills. Along with such interactive 3D content will allow learners to display objects for exploration with motivation.
However, we should remain careful while playing 3D animation in vocational or medical training. In such cases, describing the contents before presentation may help students to practise dangerous or high-stakes procedures (e.g., surgeries or machine repairs) in a safe, risk-free environment. This approach reduces anxiety, enabling students to learn through trial and error without real-world consequences. 
In any case, the contents should not be presented without the consideration of one’s own culture, age, learning ability and sociolinguistic limitations. The language should be simple and understandable. We can sum up with the hope that 3D animations will bring innovations for fun and effective learning tools to build a society wrapped up with humanity. 
____________________________________________________
The writer is Professor of English at the Institute of Modern Languages of Jagannath University, Dhaka, Bangladesh