2D and 3D information visualization: The next big Internet revolution

Eden, Bradford Lee

doi:10.5860/crln.68.4.7787

Cited by 6 publications

(4 citation statements)

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“…The increasing sophistication and affordability of the necessary technology to support digital libraries will soon present libraries and archives with a wealth of opportunity to make resources available online. As Eden (2007, p. 247) argued, “The appearance of the Internet in human culture […] has produced the capacity to graphically and visually represent ideas, problems, challenges, solutions, and results, not as one‐dimensional paradigms or presentations as in previous centuries, but in two or more dimensions, allowing the human mind to radically and instantly perceive new ways of solving and representing information.” Three‐dimensional objects contain the capacity to reshape research, in addition to providing new avenues for research partnerships across locales. It is imperative that information professionals, such as librarians, begin to shape the methods in which these three‐dimensional objects are archived, accessed, and made discoverable for present and future generations.…”

Section: Literature Reviewmentioning

confidence: 99%

“…It is imperative that information professionals, such as librarians, begin to shape the methods in which these three‐dimensional objects are archived, accessed, and made discoverable for present and future generations. As Eden (2007, p. 247) emphasizes, “[T]he next generation has been preparing itself for a future in which virtual collaboration with others globally will be the norm instead of the exception, and the fields of secondary and higher education are well behind the curve in addressing the learning needs of the future.” Not only do digital objects, three‐dimensional or otherwise, serve as a pedagogical tool with which to increase instruction but also as a practical mode of collaboration.…”

Section: Literature Reviewmentioning

confidence: 99%

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Creating a digital library of three‐dimensional objects in CONTENTdm

Valentino

Shults

2012

OCLC Systems &Amp; Services: International Digital Library Perspectives

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Purpose -This paper aims to describe a project conducted by the University of Oklahoma Libraries to create a digital collection consisting of three-dimensional scientific objects. Design/methodology/approach -The University of Oklahoma Libraries developed the following methodology for creating a digital collection of three-dimensional objects. Digital still photographs of six sides of each object where created. These photographs were then used to create videos that emphasized the most interesting feature on each side of the object. These videos were then imported into CONTENTdm using the picture cube feature to create the digital representation of the three-dimensional object. Findings -This method was found to be a good method for representing three-dimensional objects in a two-dimensional format for inclusion in a digital collection. However, some limitations were encountered. For example, only one interesting feature could be emphasized on each side of the object and the software used to create the digital videos, while easy to use, offered only limited features for enhancing the resulting videos. Practical implications -This paper demonstrates a cost effective and resource efficient method of implementing a digital collection of three-dimensional objects that could be further improved through the use of more advanced video creation software. Originality/value -This paper offers insight into a new way of representing three-dimensional objects in a digital library. This information will be useful to digital librarians faced with resource and cost constraints who have collections of three-dimensional physical objects that would be of interest to their user community.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Creating a digital library of three‐dimensional objects in CONTENTdm

Valentino

Shults

2012

OCLC Systems &Amp; Services: International Digital Library Perspectives

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“…Developments of graphical and visual applications were pushed forward first in two dimension, then in three dimension and in virtual reality as the last step (Eden, 2007). The new generation movies are mostly presented in stereo and even the preschool children are subject to 3D vision.…”

Section: Introductionmentioning

confidence: 99%

3D Animated Movies, Touch Screen Applications and Visual Motor Development of Five-Year-Old Children

Aral¹,

Yücelyiğit

2017

International Journal of E-Adoption

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This study is implemented to investigate the effects of 3D animated movies and interactive applications on visual motor development of five year old children. The research has been performed in pretest-posttest-permanence test, experimental pattern with control group. For four months, every fifteen day experimental groups (24 children) watched eight episodes of 3D animated movies; 12 of them performed the interactive applications with computer while the other 12 performed the same applications with worksheets. 14 children in control group engaged merely their preschool education. Test of Visual Motor Skills-3 was used to collect and evaluate the visual motor skills of children. Since the data of the research was not distributed normally, non-parametric Kruskal Wallis, Friedman and Wilcoxon tests were used to analyze the data. The results of the research show that the visual motor skills of children who engaged the study in both test and control groups, had improved significantly.

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“…Graphical and visual applications initially relied on two dimensions. Subsequent developments added a third dimension, and virtual reality constitutes the last step in this evolution (Eden, 2007). The new generation of movies is presented primarily in stereoscope, and even preschool children are able to employ 3D vision.…”

Section: Introductionmentioning

confidence: 99%

The Effects of 3D Animated Movies and Interactive Applications on the Development of Visual Perception in 60-72-Months-Old Children

Yücelyiğit

Aral

2013

International Journal of Online Pedagogy and Course Design

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This study investigated whether the visual perception of 60- to 72-month-old kindergarteners attending a special program that included three-dimensional (3D) (stereoscopic) animated movies and interactive applications differed from that of children who attended only preschool. The sample included 62 children. Thirty received a training program including 3D animated movies and interactive applications every month for 5 months; for comparison, 32 did not engage in any special programs. Mann–Whitney U and Kruskal–Wallis tests were used to analyze the data. The results show that, on average, the visual perception of children who attended the training program was significantly better than that of children who did not.

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2D and 3D information visualization: The next big Internet revolution

Abstract: Tell me and I'll forget… … Show me and I may remember… …Involve me and I'll understand. 1 Bradford Lee Eden is associate university librarian for technical services and scholarly communication at the

Cited by 6 publications

References 0 publications

Creating a digital library of three‐dimensional objects in CONTENTdm

Creating a digital library of three‐dimensional objects in CONTENTdm

3D Animated Movies, Touch Screen Applications and Visual Motor Development of Five-Year-Old Children

The Effects of 3D Animated Movies and Interactive Applications on the Development of Visual Perception in 60-72-Months-Old Children

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