Comparing Short- and Long-Term Learning Effects Between Stereoscopic and Two-Dimensional Film at a Planetarium

2.50
Hdl Handle:
http://hdl.handle.net/11290/608184
Title:
Comparing Short- and Long-Term Learning Effects Between Stereoscopic and Two-Dimensional Film at a Planetarium
Authors:
Price, C. Aaron; Lee, Hee-Sun; Subbarao, Mark
Abstract:
Science centers such as museums and planetariums have used stereoscopic (“three-dimensional”) films to draw interest from and educate their visitors for decades. Despite the fact that most adults who are finished with their formal education get their science knowledge from such free-choice learning settings very little is known about the effect of stereoscopic film presentation on their science learning. We explored this issue by designing a quasi-experimental field trial with a short film about the shape of the Milky Way galaxy. The film was produced based on a set of stereoscopic design principles derived from spatial cognition and cognitive load literature with the goal of lowering the audience’s extraneous cognitive load. The film was randomly shown in either two-dimensional (2D) or stereoscopic format to 498 adults who visited a large, urban planetarium. To investigate the extent of audience’s change related to galaxy-related spatial concepts, an identical set of questions was asked on iPads before and after the film was shown. A delayed posttest was given to 123 of those adults approximately 6 months later. Test performances were analyzed using repeated measures analysis of covariances (ANCOVAs) with demographic and spatial visualization ability measures as covariates. Results show identical short-term learning gains in both the 2D and stereoscopic groups.
Affiliation:
Museum of Science and Industry; The Concord Consortium; Adler Planetarium
Journal:
Science Education
Issue Date:
9-Sep-2015
URI:
http://hdl.handle.net/11290/608184
Submitted date:
2016-03-14
Document Source:
Peer Reviewed
Language:
English Paper
Type Of Resource:
Empirical Research
Empirical Methodology:
Quantitative
Learning Environment:
Informal
Research Setting:
Planetarium
Subjects:
Adult Learners
Construct:
Content Knowledge Cognitive Processes Spatial Reasoning
Content:
Cosmology
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.contributor.authorSubbarao, Marken
dc.date.accessioned2016-05-04T09:05:52Zen
dc.date.available2016-05-04T09:05:52Zen
dc.date.issued2015-09-09en
dc.date.submitted2016-03-14en
dc.identifier.urihttp://hdl.handle.net/11290/608184en
dc.description.abstractScience centers such as museums and planetariums have used stereoscopic (“three-dimensional”) films to draw interest from and educate their visitors for decades. Despite the fact that most adults who are finished with their formal education get their science knowledge from such free-choice learning settings very little is known about the effect of stereoscopic film presentation on their science learning. We explored this issue by designing a quasi-experimental field trial with a short film about the shape of the Milky Way galaxy. The film was produced based on a set of stereoscopic design principles derived from spatial cognition and cognitive load literature with the goal of lowering the audience’s extraneous cognitive load. The film was randomly shown in either two-dimensional (2D) or stereoscopic format to 498 adults who visited a large, urban planetarium. To investigate the extent of audience’s change related to galaxy-related spatial concepts, an identical set of questions was asked on iPads before and after the film was shown. A delayed posttest was given to 123 of those adults approximately 6 months later. Test performances were analyzed using repeated measures analysis of covariances (ANCOVAs) with demographic and spatial visualization ability measures as covariates. Results show identical short-term learning gains in both the 2D and stereoscopic groups.en
dc.description.provenanceMade available in DSpace on 2016-05-04T09:05:52Z (GMT). No. of bitstreams: 1 a87684ba-2876-4ad9-89fd-640c6ad8f98d.pdf: 300795 bytes, checksum: 7a6bc8622701f527979b6025a42f5ddf (MD5) Previous issue date: 2015-09-09en
dc.language.isoEnglish Paperen
dc.titleComparing Short- and Long-Term Learning Effects Between Stereoscopic and Two-Dimensional Film at a Planetariumen
dc.typePeer Revieweden
dc.contributor.departmentMuseum of Science and Industryen
dc.contributor.departmentThe Concord Consortiumen
dc.contributor.departmentAdler Planetariumen
dc.identifier.journalScience Educationen
dc.type.resourceEmpirical Researchen
dc.istar.learningenvironmentInformalen
dc.istar.constructContent Knowledge Cognitive Processes Spatial Reasoningen
dc.istar.contentCosmologyen
dc.istar.nationUSAen
dc.istar.empiricalmethodologyQuantitativeen
dc.istar.researchsettingPlanetariumen
dc.istar.subjectAdult Learnersen
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