Actually in the Cinema: A Field Study Comparing Real 3D and 2D Movie Patrons' Attention, Emotion, and Film Satisfaction

Rooney, Brendan; Hennessy, Eilis

doi:10.1080/15213269.2013.838905

Cited by 52 publications

(23 citation statements)

References 60 publications

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“…Contrary to some previous studies, we did not observe a modulation of presence by the 3D setup (IJsselsteijn et al, 1998(IJsselsteijn et al, , 2001Rooney, Benson, & Hennessy, 2012;Rooney & Hennessy, 2013). Despite the fact that a previous study did not report it either (Baños et al, 2008), several hypotheses can be put forward to explain this result.…”

Section: Presence Is Not Modulated By the 3d Set-up But By The Emoticontrasting

confidence: 99%

“Being there” and remembering it: Presence improves memory encoding

Makowski

Sperduti

Nicolas

et al. 2017

Consciousness and Cognition

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Few studies have investigated the link between episodic memory and presence: the feeling of "being there" and reacting to a stimulus as if it were real. We collected data from 244 participants after they had watched the movie Avengers: Age of Ultron. They answered questions about factual (details of the movie) and temporal memory (order of the scenes) about the movie, as well as their emotion experience and their sense of presence during the projection. Both higher emotion experience and sense of presence were related to better factual memory, but not to temporal order memory. Crucially, the link between emotion and factual memory was mediated by the sense of presence. We interpreted the role of presence as an external absorption of the attentional focus toward the stimulus, thus enhancing memory encoding. Our findings could shed light on the cognitive processes underlying memory impairments in psychiatric conditions characterized by an altered sense of reality.

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Section: Presence Is Not Modulated By the 3d Set-up But By The Emoticontrasting

confidence: 99%

“Being there” and remembering it: Presence improves memory encoding

Makowski

Sperduti

Nicolas

et al. 2017

Consciousness and Cognition

View full text Add to dashboard Cite

show abstract

“…The findings in the video-based Recitation 2 are also consistent with those of Rooney and Hennessy (2013), who claimed that an increase in realism can sustain individuals' attention because the human visual system engages with perceptually realistic images similar to those perceived in everyday life. Rooney and Hennessy came up with this claim after exploring and comparing self-reported emotional arousal of two groups of individuals who watched 2D and 3D films.…”

Section: Discussionsupporting

confidence: 84%

Understanding immersion in 2D platform-based online collaborative learning environments

Garcia

Jung

2020

AJET

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Previous studies have revealed that when video gamers, or users of three-dimensional (3D) virtual worlds, display intense concentration coupled with an emotional engagement in their undertaking, they are affected by multisensory stimuli. This can lead to developing a feeling of detachment from the physical world, which, in turn, can lead to high levels of participation and engagement. Notwithstanding these results, it remains unclear as to whether students can experience the same kind of immersion in two-dimensional (2D) platform-based online collaborative learning spaces as has been achieved in video games and 3D worlds and, if they actually can, which features would lead to similar levels of increased engagement. This study is one of the first attempts to investigate the immersion experiences of students engaged in two 2D online collaborative learning platforms, one text-based and the other video-based. Data from eight students revealed that key features of immersion observed in video games and 3D worlds also appeared during the online collaborative activities but that the way such immersion was perceived by the students was greatly affected by the characteristics of the individual platform. When emotional engagement was considered, empathy was found to play an important role in the participants’ immersion experiences. Implications for practice or policy: Text-based platforms could be effective in motivating students to focus more on the postings, while video-based platforms may be more effective in generating empathy with others through observation of body language. When selecting a communication platform for online collaboration, sensory stimuli of the platform should be carefully examined. Empathy could be developed prior to an online collaborative activity so that students reflect on their thoughts and consider others’ feelings for a more immersive learning experience.

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“…A recent finding from the movie sector that has analyzed movie viewers’ reactions to a movie that was either aired in 2D or in 3D points into a similar direction. The study found that, even though viewers in the 3D condition rated their experience as more realistic than viewers in the 2D condition, no significant differences were found with regard to movie viewers’ emotional arousal [ 12 ].…”

Section: Discussionmentioning

confidence: 99%

The same video game in 2D, 3D or virtual reality – How does technology impact game evaluation and brand placements?

2018

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Video game technology is changing from 2D to 3D and virtual reality (VR) graphics. In this research, we analyze how an identical video game that is either played in a 2D, stereoscopic 3D or Head-Mounted-Display (HMD) VR version is experienced by the players, and how brands that are placed in the video game are affected. The game related variables, which are analyzed, are presence, attitude towards the video game and arousal while playing the video game. Brand placement related variables are attitude towards the placed brands and memory (recall and recognition) for the placed brands. 237 players took part in the main study and played a jump’n’run game consisting of three levels. Results indicate that presence was higher in the HMD VR than in the stereoscopic 3D than in the 2D video game, but neither arousal nor attitude towards the video game differed. Memory for the placed brands was lower in the HMD VR than in the stereoscopic 3D than in the 2D video game, whereas attitudes towards the brands were not affected. A post hoc study (n = 53) shows that cognitive load was highest in the VR game, and lowest in the 3D game. Subjects reported higher levels of dizziness and motion-sickness in the VR game than in the 3D and in the 2D game. Limitations are addressed and implications for researchers, marketers and video game developers are outlined.

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Actually in the Cinema: A Field Study Comparing Real 3D and 2D Movie Patrons' Attention, Emotion, and Film Satisfaction

Cited by 52 publications

References 60 publications

“Being there” and remembering it: Presence improves memory encoding

“Being there” and remembering it: Presence improves memory encoding

Understanding immersion in 2D platform-based online collaborative learning environments

The same video game in 2D, 3D or virtual reality – How does technology impact game evaluation and brand placements?

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