The Effect of Stereoscopic Three-Dimensional Images on Vocabulary Learning

Rakowski, Regina Kaplan

doi:10.30935/cet.634172

Cited by 13 publications

(4 citation statements)

References 28 publications

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“…We offered our subjects a pre‐training session with the goal of diminishing the novelty effect, but one such session may have been insufficient. The novelty effect has been typical in immersive learning environments outside of VR (e.g., Kaplan‐Rakowski, 2019; Kaplan‐Rakowski et al, 2022) and is prone to wear off after several exposures to the new technology when the learners have grown accustomed to it. Future research should ensure repeated exposure to immersive technologies (Dhimolea et al, 2022).…”

Section: Discussionmentioning

confidence: 99%

An experimental study on reading in high‐immersion virtual reality

Kaplan‐Rakowski,

Gruber

2023

Brit J Educational Tech

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High‐immersion virtual reality (VR) is an increasingly valued environment for language learners. Although reading constitutes a core language skill, practicing reading in VR has received little attention. In this between‐subject, quantitative study, 79 intermediate learners of English at a German university were randomly assigned to view an interactive, multimedia‐rich story under two conditions. In the experimental condition, subjects (the VR group) experienced the story using a high‐immersion VR headset. In the comparison condition, subjects (the video group) watched a video recording (ie, screencast) of the same VR experience. In both conditions, the story was presented using identical captions in English, which served as the reading comprehension text. In addition to measuring the impact of VR on reading comprehension, validated questionnaires yielded data on the subjects' intrinsic motivation, sense of presence and cognitive load. The analysis produced several findings. First, t‐tests revealed the VR group was associated with statistically significantly higher reading comprehension scores compared with the video group (p = 0.03). Second, Wilcoxon signed‐rank tests showed that the VR treatment elicited statistically significantly higher levels of motivation (p ≤ 0.0001) and sense of presence (p ≤ 0.0001). Cognitive load was not significantly different between the groups (p = 0.22). Our main implication is that VR can be beneficial for reading practice. Practitioner notesWhat is already known about this topic High‐immersion virtual reality (VR) is engaging and motivational. Engaging students to practice reading is important. Research on practicing reading in VR has received little attention. What this paper adds It examines the effectiveness of using VR for practicing reading. It shows that VR enhances motivation and the sense of presence when reading. Students report equal levels of cognitive load while reading subtitles in VR and reading subtitles in videos. Implications for practice and/or policy Our main implication is that VR can be beneficial for reading practice. VR could be used as a motivational tool to engage students in reading activities.

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Section: Discussionmentioning

confidence: 99%

An experimental study on reading in high‐immersion virtual reality

Kaplan‐Rakowski,

Gruber

2023

Brit J Educational Tech

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“…However, attempting to learn memorization-heavy topics in VR can result in a higher cognitive load (Makransky et al , 2019; Remmele et al , 2015; Roettl and Terlutter, 2018). Stereoscopic displays can cause dizziness, nausea and general discomfort, which impedes learning, especially in users who are unfamiliar with stereoscopic technology (Kaplan-Rakowski, 2019; Parmar et al , 2016; Roettl and Terlutter, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

Immersion positively affects learning in virtual reality games compared to equally interactive 2d games

Thompson

Uz-Bilgin

Tutwiler

et al. 2021

ILS

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Purpose This study isolates the effect of immersion on players’ learning in a virtual reality (VR)-based game about cellular biology by comparing two versions of the game with the same level of interactivityand different levels of immersion. The authors identify immersion and additional interactivity as two key affordances of VR as a learning tool. A number of research studies compare VR with two-dimensional or minimally interactive media; this study focuses on the effect of immersion as a result of the head mounted display (HMD). Design/methodology/approach In the game, players diagnose a cell by exploring a virtual cell and search for clues that indicate one of five possible types of cystic fibrosis. Fifty-one adults completed all aspects of the study. Players took pre and post assessments and drew pictures of cells and translation before and after the game. Players were randomly assigned to play the game with the HMD (stereoscopic view) or without the headset (non-stereoscopic view). Players were interviewed about their drawings and experiences at the end of the session. Findings Players in both groups improved in their knowledge of the cell environment and the process of translation. Players who experienced the immersive stereoscopic view had a more positive learning effect in the content assessment, and stronger improvement in their mental models of the process of translation between pre- and post-drawings compared to players who played the two-dimensional game. Originality/value This study suggests that immersion alone has a positive effect on conceptual understanding, especially in helping learners understand spatial environments and processes. These findings set the stage for a new wave of research on learning in immersive environments; research that moves beyond determining whether immersive media correlate with more learning, toward a focus on the types of learning outcomes that are best supported by immersive media.

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“…The use of 3D models in the learning process can aid the focus of students on specific details, while also encouraging them to ask new questions [22]. Additionally, numerous works conclude that S3D may enhance student engagement in classrooms, supporting skills of discussion and writing [20,23,24]. Moreover, special-education students may also greatly benefit from using S3D visualization [23].…”

Section: Stereoscopic 3dmentioning

confidence: 99%

“…Furthermore, S3D displays can be used in the process of learning new languages, where vocabulary is crucial. A study was conducted to investigate the effect of using S3D in the vocabulary learning of the Polish language [24]. Moreover, a research effort targeting 5-year-old preschoolers was carried out to examine the effects of using interactive applications and 3D animated movies in developing their visual perception [77].…”

Section: Preschool and Elementary School Educationmentioning

confidence: 99%

Light Field Visualization for Training and Education: A Review

Guindy,

Kara

2024

Electronics

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Three-dimensional visualization technologies such as stereoscopic 3D, virtual reality, and augmented reality have already emerged in training and education; however, light field displays are yet to be introduced in such contexts. In this paper, we characterize light field visualization as a potential candidate for the future of training and education, and compare it to other state-of-the-art 3D technologies. We separately address preschool and elementary school education, middle and high school education, higher education, and specialized training, and assess the suitability of light field displays for these utilization contexts via key performance indicators. This paper exhibits various examples for education, and highlights the differences in terms of display requirements and characteristics. Additionally, our contribution analyzes the scientific-literature-related trends of the past 20 years for 3D technologies, and the past 5 years for the level of education. While the acquired data indicates that light field is still lacking in the context of education, general research on the visualization technology is steadily rising. Finally, we specify a number of future research directions that shall contribute to the emergence of light field visualization for training and education.

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The Effect of Stereoscopic Three-Dimensional Images on Vocabulary Learning

Cited by 13 publications

References 28 publications

An experimental study on reading in high‐immersion virtual reality

An experimental study on reading in high‐immersion virtual reality

Immersion positively affects learning in virtual reality games compared to equally interactive 2d games

Light Field Visualization for Training and Education: A Review

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