The Effect of Two-dimensional and Stereoscopic Presentation on Middle School Students’ Performance of Spatial Cognition Tasks

2.50
Hdl Handle:
http://hdl.handle.net/11290/608183
Title:
The Effect of Two-dimensional and Stereoscopic Presentation on Middle School Students’ Performance of Spatial Cognition Tasks
Authors:
Price, C. Aaron; Lee, Hee-Sun
Abstract:
We investigated whether and how student performance on three types of spatial cognition tasks dif- fers when worked with two-dimensional or stereoscopic representations. We recruited nineteen middle school stu- dents visiting a planetarium in a large Midwestern Amer- ican city and analyzed their performance on a series of spatial cognition tasks in terms of response accuracy and task completion time. Results show that response accuracy did not differ between the two types of representations while task completion time was significantly greater with the stereoscopic representations. The completion time increased as the number of mental manipulations of 3D objects increased in the tasks. Post-interviews provide evidence that some students continued to think of stereo- scopic representations as two-dimensional. Based on cog- nitive load and cue theories, we interpret that, in the absence of pictorial depth cues, students may need more time to be familiar with stereoscopic representations for optimal performance. In light of these results, we discuss potential uses of stereoscopic representations for science learning.
Affiliation:
Tufts University (MA)
Journal:
Journal of Science Education and Technology
Issue Date:
16-Jul-2009
URI:
http://hdl.handle.net/11290/608183
Submitted date:
2016-03-14
Document Source:
Peer Reviewed
Language:
English Paper
Type Of Resource:
Empirical Research
Empirical Methodology:
Mixed Methods
Learning Environment:
Formal
Research Setting:
Planetarium
Subjects:
Middle/Secondary School
Construct:
Cognitive Processes Spatial Reasoning
Nation:
USA
Appears in Collections:
Astronomy Education Research

Full metadata record

DC FieldValue Language
dc.contributor.authorPrice, C. Aaronen
dc.contributor.authorLee, Hee-Sunen
dc.date.accessioned2016-05-04T09:05:51Zen
dc.date.available2016-05-04T09:05:51Zen
dc.date.issued2009-07-16en
dc.date.submitted2016-03-14en
dc.identifier.urihttp://hdl.handle.net/11290/608183en
dc.description.abstractWe investigated whether and how student performance on three types of spatial cognition tasks dif- fers when worked with two-dimensional or stereoscopic representations. We recruited nineteen middle school stu- dents visiting a planetarium in a large Midwestern Amer- ican city and analyzed their performance on a series of spatial cognition tasks in terms of response accuracy and task completion time. Results show that response accuracy did not differ between the two types of representations while task completion time was significantly greater with the stereoscopic representations. The completion time increased as the number of mental manipulations of 3D objects increased in the tasks. Post-interviews provide evidence that some students continued to think of stereo- scopic representations as two-dimensional. Based on cog- nitive load and cue theories, we interpret that, in the absence of pictorial depth cues, students may need more time to be familiar with stereoscopic representations for optimal performance. In light of these results, we discuss potential uses of stereoscopic representations for science learning.en
dc.description.provenanceMade available in DSpace on 2016-05-04T09:05:51Z (GMT). No. of bitstreams: 1 a7aaaf1a-7b7f-4877-acec-064bfe31b8ae.pdf: 383188 bytes, checksum: f12c8e26137170fcdd82048ac74a7a33 (MD5) Previous issue date: 2009-07-16en
dc.language.isoEnglish Paperen
dc.titleThe Effect of Two-dimensional and Stereoscopic Presentation on Middle School Students’ Performance of Spatial Cognition Tasksen
dc.typePeer Revieweden
dc.contributor.departmentTufts University (MA)en
dc.identifier.journalJournal of Science Education and Technologyen
dc.type.resourceEmpirical Researchen
dc.istar.learningenvironmentFormalen
dc.istar.constructCognitive Processes Spatial Reasoningen
dc.istar.nationUSAen
dc.istar.empiricalmethodologyMixed Methodsen
dc.istar.researchsettingPlanetariumen
dc.istar.subjectMiddle/Secondary Schoolen
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