Stereoscopy in Static Scientific Imagery in an Informal Education Setting: Does It Matter?

Price, C. Aaron; Lee, H.-S.; Malatesta, Kalliopi Irini

doi:10.1007/s10956-014-9500-1

Cited by 14 publications

(18 citation statements)

References 47 publications

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“…This study is aligned with the studies that found no overall difference in the effectiveness of the two viewing formats (Cid & Lopez, 2010;Price, Lee, & Malatesta, 2014;Price et al, 2015;Wuerzburger, 2017). Meanwhile, those studies differed from this one.…”

Section: Discussion and Recommendationssupporting

confidence: 84%

“…Moreover, virtual reality, which often uses S3D visualizations, is increasingly influencing education. An important empirical question thus arises whether S3D images promote learning or not (Price, Lee, & Malatesta, 2014).…”

Section: Dmentioning

confidence: 99%

“…Based on the concept of binocular disparity, the perception of depth is achieved in S3D images with two nearly identical pictures taken from two slightly different angles, eyes-width apart. This action mimics the way human eyes view the world and creates the illusion of depth (Price, Lee, & Malatesta, 2014). Figure 1 presents an example of three varying levels of realism.…”

Section: Introductionmentioning

confidence: 98%

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The Effect of Stereoscopic Three-Dimensional Images on Vocabulary Learning

Rakowski

2019

CONT ED TECHNOLOGY

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Vocabulary is crucial for language learning. Therefore, searching for the most effective methods to master vocabulary is an important quest. This study investigated the effect of stereoscopic three-dimensional (S3D) images on recall and retention of foreign language vocabulary. S3D images, frequently used in virtual reality visualizations, are highly realistic and differ from non-stereoscopic three-dimensional (NS3D) images in that they provide an impression of depth. In this within-subject study, American subjects (N = 82) were exposed to 16 Polish words accompanied by corresponding images. Half of these images were in NS3D format, and half were in S3D format. The vocabulary was counterbalanced throughout four randomly distributed versions of the experiment. Quantitative data were drawn from immediately administered and one-week-delayed productive and receptive vocabulary tests. Qualitative data were gathered through background questionnaires and follow-up surveys, which included a mixture of open-ended and Likert scale questions. Two-tailed, paired t-tests showed no significant difference on vocabulary recall and retention of test scores for words represented with NS3D and S3D images. Post hoc tests revealed that lower performance on S3D images occurred only for those subgroups of subjects who exhibited discomfort or lack of experience with S3D technology, or both.

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Section: Discussion and Recommendationssupporting

confidence: 84%

Section: Dmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 98%

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The Effect of Stereoscopic Three-Dimensional Images on Vocabulary Learning

Rakowski

2019

CONT ED TECHNOLOGY

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“…While stereoscopy is not new to the general public (Parker, 1983), its popularity tends to ebb and flow over time (Dukes & Bruton, 2008;Gurevitch & Ross, 2013), and right now it is at a peak due to advances in affordable and commercial uses of the technology. However, audiences are becoming familiar with stereoscopic film (Ji & Lee, 2014) and the novelty effect may eventually wear off (Mitchell, 2012), affecting its educational potential through diminished motivation and interest (Price, Lee, & Malatesta, 2014).…”

Section: Introductionmentioning

confidence: 99%

Comparing Short‐ and Long‐Term Learning Effects Between Stereoscopic and Two‐Dimensional Film at a Planetarium

et al. 2015

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Science centers such as museums and planetariums have used stereoscopic ("three-dimensional") films to draw interest from and educate their visitors for decades. Despite the fact that most adults who are finished with their formal education get their science knowledge from such free-choice learning settings very little is known about the effect of stereoscopic film presentation on their science learning. We explored this issue by designing a quasi-experimental field trial with a short film about the shape of the Milky Way galaxy. The film was produced based on a set of stereoscopic design principles derived from spatial cognition and cognitive load literature with the goal of lowering the audience's extraneous cognitive load. The film was randomly shown in either two-dimensional (2D) or stereoscopic format to 498 adults who visited a large, urban planetarium. To investigate the extent of audience's change related to galaxy-related spatial concepts, an identical set of questions was asked on iPads before and after the film was shown. A delayed posttest was given to 123 of those adults approximately 6 months later. Test performances were analyzed using repeated measures analysis of covariances (ANCOVAs) with demographic and spatial visualization ability measures as covariates. Results show identical short-term learning gains in both the 2D and stereoscopic groups.

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“…In two studies, this took the form of photography‐based science inquiries —discovery activities wherein students made a photographic record of their experiment and data, and participated collaborative critique of science photographs taken inside class or outdoors (Boyce, Mishra, Kristy, Halverson, & Thomas, ; Zimmerman & Weible, ). Likewise, Price, Lee, and Malateska () provided children with photographs as well as stereoscopic visualizations (3D images) and then asked to reproduce them in writing. In Chang () and Chang et al (), a drawing technology called DrawScience was used by high‐school students to create visual representations of states of matter and the carbon cycle.…”

Section: Seven Emergent Technologies Used In Science Educationmentioning

confidence: 99%

Emerging technologies as pedagogical tools for teaching and learning science: A literature review

Oliveira

Feyzi-Behnagh

et al. 2019

Human Behav and Emerg Tech

103

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This paper reviews the literature on emergent technologies from the field of science education. In an effort to summarize the current state of research, and identify specific types of technologies that have recently “emerged” in K‐12 science classrooms, we review papers featured in leading science education venues in recent years. The reported trends suggest that, as a field, science education has become increasingly characterized by hermeneutic and alterity relations wherein the physical world is experienced indirectly through technological representations or has become secondary to students' experiences as it is “pushed aside” by emergent technological artifacts such as computer simulations, virtual labs, mobile devices, robots, games, and digital photography and drawing. As a result, science educators are faced with the challenge of helping students view technological instruments not as transparent and neutral devices that simply “depict reality” (naïve instrumentalism) and reveal what is “really” there (naïve realism), but as powerful epistemic tools that help co‐constitute the reality being investigated, often (re)shaping what counts as “real” in revolutionary ways. It is argued that new technologies do not actually emerge in sociocultural vacuum and that more attention needs to be been given to sociocultural aspects of technological innovation in science classrooms.

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Stereoscopy in Static Scientific Imagery in an Informal Education Setting: Does It Matter?

Cited by 14 publications

References 47 publications

The Effect of Stereoscopic Three-Dimensional Images on Vocabulary Learning

The Effect of Stereoscopic Three-Dimensional Images on Vocabulary Learning

Comparing Short‐ and Long‐Term Learning Effects Between Stereoscopic and Two‐Dimensional Film at a Planetarium

Emerging technologies as pedagogical tools for teaching and learning science: A literature review

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