I've been trying to incorporate 3D models into my lectures. Here are some examples.
I used this image of a chessboard to illustrate a problem with defining "knowledge" as justified true belief (modified Gettier case). If knowledge is justified true belief, imagine that you go into a shop and you see the following board. You believe there is a chess set in the shop, you have justification for the belief (your perception of the board), and you are right (there is a board in the shop). However, this is not the board as this is a 3D model that has been projected as a hollogram. In this case, you have justified true belief, but not knowledge.
I asked students to look at the following image and then guess the number of icospheres. I use this example to illustrate that even if they are correct in their guess and they believe their guess to be true, this wouldn't count as knowledge.
I used these three images to illustrate a concept mentioned in Sextus Empiricus's Outlines of Scepticism, where he notes that information from the senses often conflict. In particular, he notes that an object can look smooth but feel rough. Two of the images below are perfectly flat/smooth while one has actual displacement to its geometry.
Simple example where we can form a wrong judgment ("that is an icosphere") from looking at an object from a single perspective.
Just a simple animation of "knowledge" popping up. I used this as the beginning of a PowerPoint slide when talking about the "analysis of knowledge"