Effect of display platforms on spatial knowledge acquisition and engagement: an evaluation with 3D geometry visualizations
Lu, Feiyu; Nanjappan, Vijayakumar; Parsons, Paul; Yu, Lingyun; Liang, Hai Ning (2022-10-13)
Springer
13.10.2022
Lu, F., Nanjappan, V., Parsons, P. et al. Effect of display platforms on spatial knowledge acquisition and engagement: an evaluation with 3D geometry visualizations. J Vis 26, 667–686 (2023). https://doi.org/10.1007/s12650-022-00889-w
https://rightsstatements.org/vocab/InC/1.0/
© The Visualization Society of Japan 2022. This version of the article has been accepted for publication, after peer review (when applicable) and is subject to Springer Nature’s AM terms of use, but is not the Version of Record and does not reflect post-acceptance improvements, or any corrections. The Version of Record is available online at: http://dx.doi.org/10.1007/s12650-022-00889-w
https://rightsstatements.org/vocab/InC/1.0/
© The Visualization Society of Japan 2022. This version of the article has been accepted for publication, after peer review (when applicable) and is subject to Springer Nature’s AM terms of use, but is not the Version of Record and does not reflect post-acceptance improvements, or any corrections. The Version of Record is available online at: http://dx.doi.org/10.1007/s12650-022-00889-w
https://rightsstatements.org/vocab/InC/1.0/
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:oulu-202404293021
https://urn.fi/URN:NBN:fi:oulu-202404293021
Tiivistelmä
Abstract
With the recent rapid development of display technologies, interactive visualizations have become increasingly important to enhance content exploration in various domains, including learning. Desktop displays, mobile tablet multi-touch displays, and, more recently, virtual reality head-mounted displays have become readily accessible devices for interacting with visualizations. Despite their widespread use, it is still unclear how the type of device can influence the presentation of, interaction with, and learning from interactive visualizations. In this research, we have designed and conducted an experiment to evaluate the effects of these types of devices in the exploration of mathematical visualizations. An interactive visualization tool is designed and implemented with 3D geometry as our testbed. Our goal is to gain a better understanding of the effects of device types on supporting analytical reasoning with interactive visualizations. In general, our results indicate that the tool in all three types of devices can be equally efficient and engaging in interactive learning activities. We discuss the findings and suggestions based on the experiment results in the discussion.
With the recent rapid development of display technologies, interactive visualizations have become increasingly important to enhance content exploration in various domains, including learning. Desktop displays, mobile tablet multi-touch displays, and, more recently, virtual reality head-mounted displays have become readily accessible devices for interacting with visualizations. Despite their widespread use, it is still unclear how the type of device can influence the presentation of, interaction with, and learning from interactive visualizations. In this research, we have designed and conducted an experiment to evaluate the effects of these types of devices in the exploration of mathematical visualizations. An interactive visualization tool is designed and implemented with 3D geometry as our testbed. Our goal is to gain a better understanding of the effects of device types on supporting analytical reasoning with interactive visualizations. In general, our results indicate that the tool in all three types of devices can be equally efficient and engaging in interactive learning activities. We discuss the findings and suggestions based on the experiment results in the discussion.
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