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

立体显示器现在在电影院中很常见，可用于家庭电视，并且越来越多地在高等教育教室中找到。虽然3D立体图像可以产生巨大的兴奋，一个关键问题是他们是否真正提供教育效益的学生。本研究建议通过比较3-D立体图像与3-D非立体图像在堪萨斯大学（KU）和哈斯克尔印第安民族大学（HINU）的自然地理入门课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，这些材料将用于使用非立体图像在两所学校授课。在第二年，3D材料将被用来教这些相同的类，但材料将立体呈现。通过分析学生对课堂和考试中提出的问题的回答，例如通过测量回答多项选择题的速度和准确性，以及通过分析对论文和图表问题的回答质量，来比较非立体和立体演示的有效性。此外，还将进行个别访谈，以检查成功和不良学习者的学习行为，并将使用焦点小组来评估这些显示器对5%-10%无法看到立体声的人的影响。通过在KU和HINU进行测试，可以检查文化差异在立体材料的感知和有用性方面可能发挥的作用。由于自然地理入门课程的高入学率，拟议的研究有望影响成千上万的学生在高等教育地理课程的学习。更一般地说，通过将实验结果外推到地理之外的课程和K-12环境中，有可能影响数百万学生。

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.