Examination of using monoscopic three-dimensional (M3D) and stereoscopic three-dimensional (S3D) animation on students

Tasti, Mehmet Burak; Avcı, Ümmühan

doi:10.1007/s10639-019-10095-1

Cited by 2 publications

(4 citation statements)

References 29 publications

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“…Cellverse converts a normally two-dimensional exercise of understanding cell structure and organelle function into a three-dimensional task of finding clues in the cell to diagnose the cell. Task-based learning is supported by stereoscopic viewpoints in understanding physical tasks such as assembling circuits (Parmar et al , 2016), understanding geographical landscapes (Taştı and Avcı, 2020) and origami folding (Dan and Reiner, 2018), a finding also echoed in reviews of VR studies (Jensen and Konradsen, 2018). The task of exploring and diagnosing the cell may have been facilitated by the stereoscopic than the non-stereoscopic format of the game because players were able to develop a mental model of the cell environment by moving through it.…”

Section: Discussionmentioning

confidence: 92%

“…When learning about the structure and function of ATP-Synthase, participants in the stereoscopic condition responded more positively on an experience questionnaire than those in the non-stereoscopic condition (Huk et al , 2010). In Taştı and Avcı’s (2020) study, students in the stereoscopic group reported having a generally more positive experience than students in the non-stereoscopic group as measured by an animation opinion scale.…”

Section: Literature Reviewmentioning

confidence: 92%

“…Participants using the stereoscopic view adjusted to the task faster than subjects in the non-stereoscopic condition and performed better on knowledge, application, analysis and evaluation measures (Parmar et al , 2016). A study comparing the effectiveness of non-stereoscopic and stereoscopic displays in teaching geography found that students in the stereoscopic condition performed better on an academic achievement test and reported having had a more positive experience than students in the non-stereoscopic condition (Taştı and Avcı, 2020). Undergraduate students that watched a stereoscopic origami demonstration performed better on a paper folding test than those who learned by watching a non-stereoscopic instructional video (Dan and Reiner, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

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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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Section: Discussionmentioning

confidence: 92%

Section: Literature Reviewmentioning

confidence: 92%

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

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

Thompson

Uz-Bilgin

Tutwiler

et al. 2021

ILS

View full text Add to dashboard Cite

show abstract

“…The results showed that S3D visualization may greatly help the students in understanding the internal structure of the human nose. Another study was conducted by Taştı and Avcı [112] on 66 ninth grade students. The outcome of the work indicates that using animations on S3D displays provide better results in the engagement of students compared to conventional 2D displays.…”

Section: Middle and High 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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Examination of using monoscopic three-dimensional (M3D) and stereoscopic three-dimensional (S3D) animation on students

Cited by 2 publications

References 29 publications

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

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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