A Review of Photogrammetry and Photorealistic 3D Models in Education From a Psychological Perspective

Nebel, Steve; Beege, Maik; Schneider, Sascha; Rey, Günter Daniel

doi:10.3389/feduc.2020.00144

Cited by 34 publications

(21 citation statements)

References 148 publications

(160 reference statements)

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“…In line with this assumption, the benefits of realism were found to be best detectable with a test that is aimed at the advantages of realistic details, for example, visual retention tests (Skulmowski & Rey, 2021). It has been argued that the usefulness of realistic details in digital learning is tied to the objective of a test (e.g., Nebel et al, 2020), thereby deciding whether these details are relevant or irrelevant for the task.…”

Section: Challenge 4: Realism and Detailed Visualizationsmentioning

confidence: 91%

Understanding Cognitive Load in Digital and Online Learning: a New Perspective on Extraneous Cognitive Load

2021

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Cognitive load theory has been a major influence for the field of educational psychology. One of the main guidelines of the theory is that extraneous cognitive load should be reduced to leave sufficient cognitive resources for the actual learning to take place. In recent years, research regarding various design factors, in particular from the field of digital and online learning, have challenged this assumption. Interactive learning media, immersion, disfluency, realism, and redundant elements constitute five major challenges, since these design factors have been shown to induce task-irrelevant cognitive load, i.e., extraneous load, while still promoting motivation and learning. However, currently there is no unified approach to integrate such effects into cognitive load theory. By including aspects of constructive alignment, an approach aimed at fostering deep forms of learning in order to achieve specific learning outcomes, we devise a strategy to balance cognitive load in digital learning. Most importantly, we suggest considering both the positive and negative effects on cognitive load that certain design factors of digital learning can cause. In addition, a number of research results highlight that some types of positive effects of digital learning can only be detected using a suitable assessment method. This strategy of aligning cognitive load with desired learning outcomes will be useful for formulating theory-guided and empirically testable hypotheses, but can be particularly helpful for practitioners to embrace emerging technologies while minimizing potential extraneous drawbacks.

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Section: Challenge 4: Realism and Detailed Visualizationsmentioning

confidence: 91%

Understanding Cognitive Load in Digital and Online Learning: a New Perspective on Extraneous Cognitive Load

2021

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“…Using the CLT perspective, realism has been considered to potentially endanger learning by introducing an unwanted complexity (e.g., Scheiter et al, 2009; see also Castro-Alonso et al, 2019). However, given the problem of comparability described above, such broad statements currently need to be made with caution (for discussions of this issue, see Brucker et al, 2014, andNebel et al, 2020). Thus, CLT can be considered an important theoretical basis for instructional realism research.…”

Section: Theoretical Approaches To Realism: Naive Realism and Cognitive Load Theorymentioning

confidence: 99%

“…In the testing stage, the resulting schemas may affect performance in different tests based on the level of realism of the visualization. In addition, the schema constructed during learning may affect their perceptual load and further attention-allocation (see Hegarty, 2011) An important mechanism during the formation of a 3D mental representation of objects is thought to use geometric primitives, so-called geons (Biederman, 1985(Biederman, , 1987, as components to represent complex real-world objects (Nebel et al, 2020;Skulmowski & Rey, 2018). For instance, a table can consist of a flattened box with four elongated cylinders, and more complex structures such as a hand can similarly be approximated using geometrical primitives (such as a wedge shape for the palm and a series of cylinders for the finger segments).…”

Section: Perceptionmentioning

confidence: 99%

“…Several studies have resulted in evidence that abstract visualizations can be more effective in terms of learning than realistic versions (e.g., Menendez et al, 2020;Scheiter et al, 2009), while other authors argue that realistic details can have beneficial effects, such as helping learners to retrieve information (e.g., Skulmowski & Rey, 2021a). Some of the earliest investigations into the effects of realistic visualizations in the context of anatomy learning by Dwyer showed that realism can be detrimental to learning, but also that the performance on visual test types can benefit from viewing more detailed material (e.g., Dwyer, 1969; see Nebel et al, 2020, for a discussion). Another conflicting result pattern can be found in the literature on mathematics education.…”

Section: Introductionmentioning

confidence: 99%

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Is a Preference for Realism Really Naive After All? A Cognitive Model of Learning with Realistic Visualizations

et al. 2021

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The use of realistic visualizations has gained considerable interest due to the proliferation of virtual reality equipment. This review is concerned with the theoretical basis, technical implementation, cognitive effects, and educational implications of using realistic visualizations. Realism can be useful for learners, but in several studies, more abstract illustrations have resulted in higher performance. Furthermore, a preference for realistic visualization has been declared as being based on misconceptions regarding the cognitive system. However, we argue that this perspective is unable to fully explain the conflicting results found in the literature. To fill this theoretical gap, we devised a model to describe and compare the various levels of realism found in visualizations. We define realism as a combination of three dimensions: geometry, shading, and rendering. By varying these dimensions, it is possible to create a variety of realistic graphics. Thus, when comparing different visualizations, the realism of each of these three dimensions needs to be considered individually. Based on this technical definition, we introduce a cognitive model of learning with realistic visualizations that includes three different stages: perception, schema construction, and testing. At these three stages, variables such as the perceptual load generated by the visualization, learner characteristics influencing how well details are processed, and test types that demand concrete or flexible representations can affect whether realism fosters or hinders learning. Using the cognitive model presented in this paper, more accurate predictions and recommendations concerning the use of realism can be formulated.

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“…Using text analysis and topic modelling in this way is to read a manuscript collection distantly instead of closely. 16 Whereas close reading focuses on the text in its original context, distant reading uses computational analysis of data sets extracted from the original writing.…”

Section: Shifting Groundmentioning

confidence: 99%

Shifting ground: A case study in researching an artist's collection

Klumpp¹

2021

Art libr. j.

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Writers, artists and academics have long used primary source material to inspire creative projects or uncover new evidence. Over time, different approaches have been taken to investigate and interpret one particular artist's collection, the Daphne Mayo Papers (UQFL119) at the Fryer Library, University of Queensland.1 Mapping the shift in research approaches, using text and image as well as more speculative modes of working, this article provides a case study into the past, present and future adaptation of the Daphne Mayo Papers as physical modes converge with digital ones.

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A Review of Photogrammetry and Photorealistic 3D Models in Education From a Psychological Perspective

Cited by 34 publications

References 148 publications

Understanding Cognitive Load in Digital and Online Learning: a New Perspective on Extraneous Cognitive Load

Understanding Cognitive Load in Digital and Online Learning: a New Perspective on Extraneous Cognitive Load

Is a Preference for Realism Really Naive After All? A Cognitive Model of Learning with Realistic Visualizations

Shifting ground: A case study in researching an artist's collection

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