Dr Yiyu Cai is an Associate Professor with the College of Engineering and the Institute for Media Innovation, Nanyang Technological University (NTU), Singapore. He received multi-disciplinary trainings in Mathematics (BSc), Computer Graphics & Computer-aided Geometric Design (MSc), and Mechanical Engineering (Ph D). In NTU, he teaches Computer Graphics, Virtual Reality, Visualization, Computer-aided Design and Manufacturing, Computational Biology, etc.

Dr Cai has over 20 year research experience developing 3D technology and applications in engineering, medicine and education. His research has been supported by both public and private sectors. He has published over 150 papers in peer-reviewed international journals and conferences. He has also edited 5 books or journal special issues. He is associate editor for the journal Simulation and Gaming, and sits in editorial boards of several international journals. Part of his innovative and interdisciplinary research was or is being exhibited in Singapore Art Museum, Singapore Science Centre, and China National Science and Technology Museum. Dr Cai has co-organised many major international or regional conferences, and is keynote speakers or invited speakers for several international conferences. He has co-invented 5 patents granted or pending approval. He was former co-President of the International Simulation and Gaming Association.

1.   Introduction to 3D Immersive and Interactive Learning
1.1 Introduction
1.2 Enabling Technologies for In-depth Learning in 3D Immersive and Interactive Learning Environments
1.3 In-depth Learning in Immersive and Interactive Environments
1.4 Conclusion

2.   Use of Virtual-Reality in Teaching and Learning Molecular Biology
2.1 Introduction
2.2 The Research Design
2.3 Results and Discussions
2.4 Conclusion

3.  Effects of Virtual-Reality Elements on Spatial Visualization Skills of Secondary III Students in Singapore
3.1 Introduction
3.2 Research Design
3.3 Sample
3.4 Treatment - Virtual-reality Elements
3.5 Purdue Spatial Visualization Test
 3.6 Conclusion

4.  The Project Virtual-Reality Campuses
4.1 Introduction
4.2 Fundamentals of VR Technology
4.3 The Design of VR Campuses Project
4.4 Project Phase 1 - Development of RVHS VR Campuses
4.5 Project Phase 2 - Educational Applications of VR Campuses
4.6 Conclusion

5.  Cultivating STEM Education Through 3D Sabbaticals
5.1 Introduction
5.2 The Design of 3D Sabbaticals
5.3 Case Study
5.4 Assessment 
5.5 Conclusion

6.  A 3D Synergized Discovery and Learning Journey: A Case Study of National Junior College
6.1 Introduction
6.2 The 3D Development and its Successes
6.3 NJC-KSA International Science Exchange Program
6.4 Conclusion

7.  3D System for Learning Gains in the Lower Secondary Normal (Technical) Stream
7.1 Introduction
7.2 Method
7.3 Results and Discussions
7.4 Conclusion

8.  Learning Activity System Design for Autistic Children using Virtual Pink Dolphins
8.1 Introduction
8.2 Autism Spectrum Disorder
8.3 Learning Difficulties with Autistic Children
 8.4 Learning Activity System Design for Autistic Children using Virtual Pink Dolphins
8.5 VR-enabled Technology using Virtual Pink Dolphins
8.6 Conclusion

3D technology is not new; research on 3D started back in early 1960s. But unlike in previous times, 3D technology has now rapidly entered our daily life from cinema to office to home. Using 3D for education is a new yet challenging task. This book will present several innovative efforts using 3D for immersive and interactive learning covering a wide spectrum of education including gifted program, normal (technical) stream, and special needs education. The book will also share experience on curriculum-based 3D learning in classroom setting and co-curriculum-based 3D student research projects.
The book is organized as follows. Chapter 1 introduces the fundamentals of 3D educational technology and their applications in immersive and interactive learning. Chapter 2 discusses the use of virtual reality in teaching and learning of Molecular Biology. Chapter 3 presents the daVinci Lab @ River Valley High School. Chapter 4 describes the 3D education development process. Chapter 5 studies the adaption 3D system for learning gains in lower secondary normal (technical) stream. Chapter 6 investigates the effects of virtual reality technology on spatial visualization skills. Chapter 7 showcases a sabbatical program for students to use 3D for Science, Technology, Engineering and Mathematics (STEM) learning. Chapter 8 shares the use of 3D virtual pink dolphin to assist special education. The foreword of this book is written by Dr Cheah Horn Mun, Director, Education Technology Division, Ministry of Education, Singapore.