3D display techniques offer to serve a broad spectrum of distinctly different functions and may be implemented in numerous ways. Although today’s 3D systems invariably capitalise on binocular vision (specifically stereopsis) this is not the only visual mechanism by which we are able to gain a strong sense of form and spatial positioning. Source, Barry G. […]
Download PDFComputer generated animation has been in development for some time with early work dating back to the 1960s. Not surprisingly, the first commercial use of three-dimensional (3D) animations was a representation of a human, known as the “Boeing Man.” It was not until the 1990s that 3D within the general entertainment industry became more widespread…. Written by Professor Dr Anne Bamford, Director of the International Research Agency.
Download PDFKnown as the “Learning in Future Education” or “LiFE” project, a team of researchers led by Professor Dr Anne Bamford, Director of the International Research Agency and Director of Education undertook a detailed research investigation of the impact of 3D on pupils’ learning. The goal of the LiFE 1 project was to determine the most effective type of 3D experiences and to measure the value and impact of these experiences on pupil learning and achievement.
Download PDFStudies have shown that the educational benefits of presenting teaching materials in 3D are promising, generating a significant improvement in comprehension and retention over the more traditional non-3D style of presentation.
Download PDFNothing captures the attention of students like 3D!!! As we all have seen over the past couple of years, 3D technology is becoming a bigger part of the entertainment experience, whether it’s at the movie theater, in the home, or in gaming environments. However, the benefits of 3D extend much further than providing entertainment value.
Download PDFBy Elinda Ai Lim Lee, 2011, Copyright: Elinda Ai Lim Lee, Murdoch University 2011 This study focused on the effectiveness of using desktop virtual reality (VR) for learning. It addressed the question: Does, and how does, desktop VR influence the cognitive and affective learning outcomes?
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