Abstract
We previously developed Web3D contents that simulate the procedure for assembling a handmade PC. The original motivation for this project was to enable media-informatics students to deepen their understanding of PC hardware. However, it was found that due to their lack of perspective, conveying information that relates to such virtual manufacturing was quite difficult using conventional 2D displays. In this study, we optimized the graphical contents for a stereoscopic environment that would allow proper perspective to be realized. No significant differences were identified between stereoscopic 3D cases and 2D cases. This result is considered to be due to learner fatigue specific to stereoscopic 3D cases.
Highlights
Learning from experience is one of the traditional approaches for the education (Kolb, Rubin, & McIntyre, 1974; Holman, Pavlica, & Thorpe, 1997)
We have identified 13 steps that are necessary for PC assembly and the contents that were developed have stages that correspond to those steps
Evaluation Methodology we present our strategy for evaluating the learning effects of our contents in the case of stereoscopic environments
Summary
Learning from experience is one of the traditional approaches for the education (Kolb, Rubin, & McIntyre, 1974; Holman, Pavlica, & Thorpe, 1997). In science and engineering education, laboratory experiments, outdoor observations, physical activities, designing and constructing usually yield better comprehension to students than classroom lectures. Repetitive practice is needed for developing some technical skills. Due to the issues of resources, such experience-based learning environments are hardly acceptable for some educational organizations. Multimedia learning (Moreno & Mayer, 1999; Mayer 2001) is the reasonable alternative. Multimedia interactive learning contents can provide virtual experiences in the situated learning. Hirayama (2010) showed that the role playing in augmented reality space is effective to language learning
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