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

Monday, February 1, 2010
Resource Type:
Peer-reviewed article | Research Products
Environment Type: 
Media and Technology, Planetarium and Science on a Sphere
Middle School Children (11-13) | Educators/Teachers
Education and learning science
American Association of Variable Star Observers, Tufts University

We investigated whether and how student performance on three types of spatial cognition tasks differs when worked with two-dimensional or stereoscopic representations. We recruited nineteen middle school students visiting a planetarium in a large Midwestern American 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 stereoscopic representations as two-dimensional. Based on cognitive 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.

Publication Name: 
Journal of Science Education and Technology
Page Number: 

Team Members

Aaron PriceAuthor
Lee Hee-SunLee Hee-SunAuthor

Request to Edit a Resource

If you would like to edit a resource, please use this form to submit your request.