Evaluating the Effect of Large-Format Stereoscopic Displays on Student Learning in Introductory College Physical Geography Classes

评估大幅面立体显示器对大学自然地理入门课程中学生学习的影响

• 批准号: 1035035
• 负责人: Terry Slocum
• 金额: $ 14.78万
• 依托单位: University of Kansas Center for Research Inc
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-10-01 至 2013-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1035035&HistoricalAwards=false
• 关键词: Evaluating; Effect; Large; Format; Stereoscopic

Stereoscopic displays are now common in movie theatres, are available for home televisions, and are increasingly being found in higher education classrooms. Although 3-D stereoscopic images can generate great excitement, a key question is whether they truly provide educational benefit to the student. This research proposes to examine this question by comparing the effectiveness of 3-D stereoscopic images with 3-D non-stereoscopic images in introductory physical geography classes at both the University of Kansas (KU) and Haskell Indian Nations University (HINU). During the first year of the research, 3-D instructional material will be developed that is appropriate for introductory physical geography classes and this material will be used to teach classes at both schools using non-stereoscopic images. In the second year, the 3-D material will be utilized to teach these same classes, but the material will be presented stereoscopically. The effectiveness of non-stereoscopic and stereoscopic presentations will be compared by analyzing student responses to questions posed in class and on exams, for example by measuring the speed and accuracy of answering multiple choice questions, and by analyzing the quality of responses to essay and diagram questions. In addition, individual interviews will be conducted to examine the learning behavior of successful and poor learners, and focus groups will be used to evaluate the impact of these displays on the 5-10% of those who cannot see stereo. By testing at both KU and HINU, it will be possible to examine the role that cultural differences might play in the perception and usefulness of stereoscopic material. Due to high enrollments in introductory physical geography courses, the proposed research promises to impact the learning of tens of thousands of students in geography courses in higher education. More generally, by extrapolating the experimental results to courses outside of geography and to the K-12 environment, there is the potential to impact millions of students.

立体显示器现在在电影院中很常见，可用于家庭电视，并且越来越多地出现在高等教育教室中。尽管 3D 立体图像可以产生极大的兴奋，但一个关键问题是它们是否真正为学生提供教育益处。本研究拟通过比较堪萨斯大学 (KU) 和哈斯克尔印第安民族大学 (HINU) 自然地理入门课程中 3-D 立体图像与 3-D 非立体图像的有效性来研究这个问题。在研究的第一年，将开发适合自然地理入门课程的 3D 教学材料，并且该材料将用于两所学校使用非立体图像的课程教学。第二年，3D 材料将用于教授这些相同的课程，但材料将以立体方式呈现。将通过分析学生对课堂和考试中提出的问题的反应来比较非立体和立体演示的有效性，例如通过测量回答多项选择题的速度和准确性，以及分析对论文和图表问题的回答质量。此外，还将进行个人访谈，以考察成功学习者和学习成绩差的学习者的学习行为，并通过焦点小组来评估这些显示器对 5-10% 无法看到立体图像的人的影响。通过在 KU 和 HINU 进行测试，将有可能检验文化差异在立体材料的感知和实用性中可能发挥的作用。由于自然地理学入门课程的入学率很高，拟议的研究有望影响数以万计的高等教育地理课程学生的学习。更一般地说，通过将实验结果推断到地理以外的课程和 K-12 环境，有可能影响数百万学生。