A Comparison of Monoscopic and Stereoscopic 3D Visualizations: Effect on Spatial Planning in Digital Twins (original) (raw)
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An Assessment of Individual Differences in Spatial Knowledge of Real and Virtual Environments
and have found that it is complete and satisfactory in all respects, and that any and all revisions required by the final examining committee have been made. Abstract AN ASSESSMENT OF INDIVIDUAL DIFFERENCES IN SPATIAL KNOWLEDGE OF REAL AND VIRTUAL ENVIRONMENTS There is enormous variation between individuals in a variety of spatial behaviors, and it is a challenge to identify the sources of this variation. Methods of measuring large-scale environmental knowledge are discussed, and several variations on traditional measures are explored. Methods based on map construction and pointing tasks are found to be the best discriminators between route and survey-based mental representations of the environment.
Spatial memory is important for locating objects in hierarchical data structures, such as desktop folders. There are, however, some contradictions in literature concerning the effectiveness of 3D user interfaces when compared to their 2D counterparts. This paper uses a task-based approach in order to investigate the effectiveness of adding a third dimension to specific user tasks, i.e. the impact of depth on navigation in a 3D file manager. Results highlight issues and benefits of using 3D interfaces for visual and verbal tasks, and introduces the possible existence of a correlation between aptitude scores achieved on the Guilford-Zimmerman Orientation Survey and Electroencephalography-measured brainwave activity as participants search for targets of variable perceptual salience in 2D and 3D environments.
This study explored the effects of 2D-versus 3D-based media representations on the influence of the spatial visualization ability of undergraduate science majors. A pre-test/post-test comparisongroup experiment was conducted with 23 participants involved in the study. Participating students were randomly assigned either to the interactive 3D media representation group (n = 13) or the conventional 2D media representation group (n = 10); learning materials in both groups deliver the same information to students, but employ different media representations. All the activities were performed in a self-paced, web-based instructional system. The results of ANCOVA analysis showed statistically insignificant difference between groups in terms of students' post-test scores on the spatial visualization ability test with the students' pre-test scores as the covariate. However, a medium effect size was observed in favor of the 3D group in terms of practical significance. As a pilot study with a small sample size aiming to probe the research direction of this problem, the result of mediumsized effect magnitude is likely to implicate that the discrepancy of different representational design on students' performance of spatial ability assessment is noteworthy. Future study of this nature appears to merit further replications and investigations.