The Impact of Stereo Display on Student Understanding of Phases of the Moon

Cid, Ximena; López, Ramón

doi:10.3847/aer2009044

Cited by 12 publications

(11 citation statements)

References 21 publications

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“…They concluded that “there is a generic problem of spatial awareness in relating to position in space of the observer and the observed objects” (p. 515). Similar results could be drawn from the work by Cid and Lopez (), who found that for undergraduate students taking an introductory course in astronomy there were no differences in understanding the phases of the moon between students using 3D stereoscopic visualization techniques (with glasses) compared to those using flat‐screen 2D visualizations. However, we would go further and suggest that a significant challenge in learning astronomy at all levels lies in becoming competent in using discipline‐specific representations (Airey & Linder, ) that are normally used in the teaching and learning of astronomy.…”

Section: Introductionsupporting

confidence: 81%

Who Needs 3D When the Universe Is Flat?

et al. 2014

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An overlooked feature in astronomy education is the need for students to learn to extrapolate three-dimensionality and the challenges that this may involve. Discerning critical features in the night sky that are embedded in dimensionality is a long-term learning process. Several articles have addressed the usefulness of three-dimensional (3D) simulations in astronomy education, but they have neither addressed what students discern nor the nature of that discernment. A Web-based questionnaire was designed using links to video clips drawn from a simulation video of travel through our galaxy and beyond. The questionnaire was completed by 137 participants from nine countries across a broad span of astronomy education. The descriptions provided by the participants were analyzed using hermeneutics in combination with a constant comparative approach to formulate six categories of discernment in relation to multidimensionality. These results are used to make the case that the ability to extrapolate three-dimensionality calls for the creation of meaningful motion parallax experiences. C 2014 Wiley Periodicals, Inc. Sci Ed 98:412-442, 2014As we turned to get back in the car, Kenge looked over the plains and down to where a herd of about a hundred buffalo were grazing some miles away. He asked me what kind of insects they were, and I told him they were buffalo, twice as big as the forest buffalo known to him. He laughed loudly and told me not to tell such stupid stories, and asked me

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Section: Introductionsupporting

confidence: 81%

Who Needs 3D When the Universe Is Flat?

et al. 2014

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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: 85%

“…The results showed no significant difference between the formats. In another study, Cid and Lopez (2010) failed to find supporting evidence that showing learning content in S3D was beneficial in making students understand lunar phases. More recently, a dissertation by Wuerzburger (2017) explored whether learning information technology content can benefit from using an S3D display.…”

Section: Dmentioning

confidence: 95%

“…Research on the effectiveness of S3D images for learning has yielded various results, ranging from positive (Drascic, 1991;Ferdig, Blank, Kratcoski, & Clements, 2015), to mixed (Barfield & Rosenberg, 1995;Hansen, Barnett, MaKinster, & Keating, 2004), to nonsignificant (Cid & Lopez, 2010;Cliburn & Krantz, 2008;Keebler, 2011). McIntire, Havig, and Geiselman (2014) performed a review of studies that compared the effectiveness of NS3D and S3D displays on various types of learning.…”

Section: Dmentioning

confidence: 99%

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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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“…Cid and Lopez [104] Students in introductory college astronomy course (N ¼ 170) Lunar Phases Concept Inventory Students participated in a laboratory on phases of the moon in an introductory college astronomy course. Students either experienced 3D stereo visualizations using a GeoWall system while the other half experienced the same labs in 2D using the same system.…”

Section: Student Drawingsmentioning

confidence: 99%

Spatial thinking in astronomy education research

Cole

Cohen

Wilhelm

et al. 2018

Phys. Rev. Phys. Educ. Res.

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This paper is part of the Focused Collection on Astronomy Education Research.] Multiple studies show that spatial thinking skills contribute to students' performance in science, technology, engineering, and mathematics disciplines. The study of astronomy is no different with the understanding of many astronomical phenomena requiring spatial thinking skills. This paper describes traditional and contemporary approaches to characterizing and measuring spatial thinking skills and suggests how they inform research in astronomy education. It summarizes previous literature in astronomy education research and categorizes the research approaches of astronomy education peer-reviewed journal articles and conference proceedings that explicitly consider the role of spatial thinking. Additionally, it recommends directions and curricular approaches for astronomy education research informed by current research in spatial thinking.

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The Impact of Stereo Display on Student Understanding of Phases of the Moon

Cited by 12 publications

References 21 publications

Who Needs 3D When the Universe Is Flat?

Who Needs 3D When the Universe Is Flat?

The Effect of Stereoscopic Three-Dimensional Images on Vocabulary Learning

Spatial thinking in astronomy education research

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