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• W2260166147 abstract "Three-dimensional (3D) stereoscopic technologies bring a whole new dimension to educational media and learning. Perception and orientation in the threedimensional world is propagated through many different object and environmental factors. The use of 3D stereoscopics as a cognitive tool for augmenting reality from the two-dimensional representations on a computer screen to one that is three-dimensional, interactive, and immersive provides researchers with a new tool to help understand how we learn. The purpose of this paper is to introduce and examine the techniques and technologies of 3D stereoscopics for learning. Implications and applications of 3D stereoscopics in education are proposed in hopes to begin a dialog for bringing 3D stereoscopic technology to the wider learning community in a meaningful and engaging way. Three-dimensional (3D) stereoscopic technologies bring a whole new dimension to educational media and learning. The ability to use inexpensive 3D glasses with regular computer monitors or media projectors makes stereoscopic images, animations, and movies accessible and affordable. The unique properties that stereoscopics provide, allows the user to gain a perspective that cannot be produced using virtual-3D or two-dimensional pictures. The distinctiveness of stereoscopic images, animation, and movies, make them an ideal media in which to explore, learn, and experience virtual three-dimensional worlds and objects. Stereoscopics, from the word stereo derived from Greek meaning relating to space and optic from the properties of sight (Howard, 2002), is a technique that has been used for over 150 years to produce images with three-dimensional depth. Used in such fields as visual data mining (E. Wegman, J. & J. Symanzik, 2002), cancer detection (Skelly, 2007), art (Layer, 1971; Sorenson & Russett, 1999), entertainment (Zone, 2007), and chemistry (Holford & Kempa, 1970), stereoscopic technologies have wide ranging applications and uses. However, given its long history and applications in research and industry, stereoscopic imaging has not a made a long or lasting impact in education. The purpose of this paper is to introduce and examine the techniques and technologies of 3D stereoscopics for learning. A brief introduction of three-dimensional perception and a history of stereoscopic techniques will be outlined to give some context of a technology that has been available for over 150 years. Second, the ranges of techniques that are available to produce stereoscopic images are reviewed. Third, applications of stereoscopics currently used in education and learning are addressed to draw some inferences of how these benefits can be realized by a larger educational audience. Fourth, a review of the literature on using graphics for learning, with specific reference to stereoscopic technologies as a cognitive tool is addressed. The unique properties of images, animations, and movies as they relate to learning, form a solid foundation in which to promote stereoscopics as an educational tool. Finally, implications and applications of 3D stereoscopics in education will be proposed to begin the dialog of bringing 3D stereoscopic technology to the wider learning community. 3D Vision, Perception, and Depth Perception and orientation in the three-dimensional world is propagated through many different object and environmental factors. Objects size, gradation of color, shadow, contrast, texture, occlusions, and movement all play a part in our perception of objects’ dimensionality in space (Mather, 2008). One of the" @default.
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• W2260166147 date "2011-06-27" @default.
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• W2260166147 title "Education in the Third Dimension: 3D Stereoscopics as a Cognitive Tool for Learning" @default.
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