Giant screen film and science learning in museums

Abstract

The authors review the giant screen (GS) film literature to determine if the form has unique attributes that contribute to science learning. They find that four attributes are claimed to contribute to higher learning outcomes: the sense of immersion by reducing peripheral views to a minimum; first person perspective contributing to the sense of presence in the film; narrative structure; and sensory stimulation of mirror neurons that promote kinesthetic learning. They demonstrate that most claims are without support in empirical research but uncover some recent results that give reason to believe these claims may be supportable. The authors conclude with a recommendation for a research agenda to support these claims as necessary, in order to defend the high production cost of GS film over conventional film.

Supporting Stimulation Needs in Dementia Care through Wall-Sized Displays

“…Screen size can both elicit and regulate arousal, with small screens supporting calming down [75]. In contrast, larger screens lead to increased arousal, often associated with better memory recall [78,96], embodiment [7], enjoyment [60,77,80] particularly when the displayed content is favored [60], immersion (as the degree to which mediated information dominates viewers' senses and attention), and sense of presence (or viewers' becoming absorbed in the mediated narrative, feeling present in its world) [34,88,93].…”

Digital Dome Versus Desktop Display

“…Similarly, skillful use of the digital dome has been shown to help students learn the difficult concepts around the Earth--Moon--Sun system (Yu, 2008). In the literature, most digital dome practitioners believe that (1) sensory immersion raises observers' sense of presence, the feeling of being there in the virtual world of the movie or virtual environment, (2) the increased sense of presence enhances engagement, and (3) the increased engagement enhances learning (Fraser, 2012;Yu, 2009) The research community around visually immersive virtual reality (VR) made the same conclusions during the 1990s. Most of their papers in VR for education referred to presence, including nearly all of the 14 empirical experiments we are aware of .…”

“…However, they are really referring to narrative immersion where the user is drawn in by the story/action/curriculum. However, when Fraser and others (Fraser, 2010) use the word "immersion," they are actually referring to visual immersion. Visually immersive displays have been heavily developed and researched for training.…”

Visualiseringens roller i klimatkommunikation – ett mottagarperspektiv

“…I have chosen the two visualization formats as the empirical grounds for the thesis, because I wish to study the constitutive effects of climate visualization, focusing specifically on the role of new and advanced visualization formats. Dome theatres and web applications represent two increasingly popular and interesting types of climate visualization; dome theatres because of the immersive environment and because they are becoming a widely used means of science communication in science centres and planetariums (Fraser et al 2012;Wibeck et al 2013), and web applications because they have the potential to reach large audiences and integrate interactive features that allow users to localize and co-create content (Mahaffy et al 2013;Johansson et al 2017). Essentially, the advantages of this empirical choice lie in the ability to conduct an in-depth exploration of two cases of novel climate visualization that are both intended for specific yet broad target audiences.…”