Research Report
The ClassConnect project aimed to create an innovative educational platform that integrates 3D learning experiences. This required extensive research into suitable technologies, evaluating different options to ensure the final choices would best meet our goals. Our research focused on identifying the most appropriate frontend and backend technologies, as well as delving into the potential of VR (Virtual Reality) and AR (Augmented Reality) for enhancing education. Additionally, conversations with lecturers, students, and professionals from the mining department provided crucial insights for our design and functionality.
We began by researching various technologies to determine the optimal choices for the project’s requirements. We needed a technology stack that would seamlessly integrate 3D graphics, be user-friendly for students and lecturers, and offer flexibility for growth. Our goal was to find frameworks that could support the real-time rendering and manipulation of 3D models while maintaining high performance across different devices, including browsers.
Initially, we evaluated multiple frontend frameworks, considering their WebGL support, community adoption, and scalability. This led us to consider SvelteKit, which we ultimately chose due to its ease of use, lightweight nature, and integration with Threlte—a rendering library built on Three.js that allows for declarative state-driven 3D scenes. For the backend, we initially selected NestJS due to its scalability, modular architecture, and TypeScript support, which ensured consistency with the frontend.
During the project’s initial implementation phase, we encountered some limitations with NestJS. Its dependency injection model and complexity, while useful for some use cases, added overhead and slowed down our pace of development. After reassessing our needs, we decided to move to a simpler backend setup that better supported rapid iteration. This change enabled our team to focus more on building features rather than managing complex configurations.
In line with our objective of creating an immersive learning environment, we explored VR and AR technologies. We considered how VR could transform traditional lessons into engaging experiences where students could virtually interact with 3D models, such as historical artifacts or biological specimens. Similarly, AR presented opportunities for overlaying digital content onto the physical world, which could be particularly useful for remote learning environments.
Through our research, we discovered that existing VR and AR technologies were either too cost-intensive for students or presented challenges with accessibility. As a result, we focused our efforts on creating a browser-based solution that utilized 3D environments—leveraging tools like Threlte and Three.js—while keeping VR as an optional, future add-on feature for organizations that had the required hardware.
To ensure our solution was both practical and valuable to educators and learners, we conducted interviews and feedback sessions with lecturers and students. Lecturers emphasized the need for easy-to-use interfaces and tools that allowed for incorporating 3D models into their lessons, especially for disciplines like engineering, geology, and biology. Students, on the other hand, highlighted the importance of interactivity and engagement, which helped us prioritize the features related to annotation, manipulation, and recording of 3D environments for later use.
These discussions informed our decision to provide features such as importing 3D models, live annotations during lessons, and incorporating assessments directly into the 3D learning environment. We also integrated chat functionality for real-time interactions between students and lecturers during a lesson.
One of the highlights of our research process was our discussions with the mining department at the university. We learned about their use of 3D simulations to train students on navigating mines and understanding geological structures. Their approach inspired us to create a mining simulation that would allow students to interact with a 3D model of a mine, exploring its tunnels and visualizing geological formations. This helped solidify the value of using 3D environments not only for teaching but also for providing practical experiences in a controlled virtual setting.
The ClassConnect project involved comprehensive research and iterative decision-making to identify the best technologies and approaches for building a 3D-enhanced educational platform. Our exploration of frontend and backend technologies, along with VR and AR tools, informed our decisions to use SvelteKit and Threlte for their lightweight and flexible integration with 3D content. Conversations with lecturers, students, and inspiration from other departments, such as the mining department, further enriched our platform's capabilities, ensuring a diverse and engaging learning experience.
