Date of Award

2017

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Education

Abstract

The purpose of this study was to investigate the efficacy of stereoscopic three-dimensional strategies on long-term and short-term memory performance, as compared to traditional two-dimensional media strategies on undergraduate technology students learningBailey College of Engineering and Technology. Additionally, student perceptions of the stereoscopic three-dimensional viewing experience were also investigated. A sample of 98 students from Indiana State University participated in this study. The design utilized in this study was a posttest-only control group design with an immediate and delayed posttest. The experimental grouping received stereoscopic three-dimensional instruction with narration, while the control group received two-dimensional instruction with narration. The stereoscopic three-dimensional and two-dimensional films were identical, besides the added depth cues that were provided in the stereoscopic three-dimensional instruction. In addition, both the control and experimental groups received their instruction via the Google Cardboard VR viewer, which was powered by the participants mobile phone. The students were then provided a visual acuity test to ensure they were able to cognitively process stereoscopic three-dimensional visualizations. No significant differences in participants immediate posttest scores were found between the instructional strategies of stereoscopic three-dimensional visualizations ( M = 22.09, SD = 9.51) and two-dimensional visualizations ( M = 20.10, SD = 10.75), as measured by the content-related immediate posttest using an independent t test, t (80) = .887, p = .378 (two tailed). The content-related delayed posttest found no statistically significant difference in participants delayed posttest scores between the instructional strategies of stereoscopic three-dimensional visualizations ( M = 18.11, SD = 8.84) and two-dimensional visualizations ( M = 16.87, SD = 12.17), t (25.04) = .330, p = .378 (two tailed). Students who participated in the stereoscopic three-dimensional learning strategy were asked to complete a web-form survey. The survey was constructed using open-ended questions regarding their perceptions of the learning experienced in the study. The data were coded and then examined for themes. The emergent themes regarding student perceptions of stereoscopic three-dimensional visualizations included: priority of focus, priority of depth content, priority of novelty, support of stereoscopic three-dimensional curriculum requirements, opposition of stereoscopic three-dimensional curriculum requirements, stereoscopic three-dimensional experience similarities to previous experience, stereoscopic three-dimensional experiences differences to previous experience, predilection of stereoscopic three-dimensional instruction, and predilection of two-dimensional instruction. The qualitative data associated with student perceptions provided insight into the efficacy of stereoscopic three-dimensional learning strategy as compared to two-dimensional multimedia learning. The creation of stereoscopic three-dimensional instructional materials typically requires more time to plan than traditional two-dimensional materials. Overall, students preferred the stereoscopic three-dimensional over two-dimensional learning strategies. It is suggested that stereoscopic three-dimensional learning strategies be utilized when the added stereoscopic three-dimensional depth cues would benefit the subject matter, such as for learning procedural or assembly processes. Additionally, students would be willing to participate in campus-wide stereoscopic three-dimensional learning strategy, and the Google Cardboard device provided the participants with a sense of increased focus during the learning experience. Future research should investigate the importance of pairing demonstration or performance-based assessment strategies with stereoscopic three-dimensional learning strategies.

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