{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/30315"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/30315","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"The Effects of Two-Dimensional and Three-Dimensional Stimuli on Spatial Representation in Drawings","abstract":"Visual learning experiences are becoming increasingly prevalent in education as symbols, imagery and simulations replace traditional text-based materials. Although the utilization of images for instructional purposes is not a new occurrence, most images used in instruction have been two-dimensional representations, giving learners little experience working with three-dimensional images. Little research has been done to explain the effects of two-dimensional and three-dimensional stimuli on the learning process. This study examined the effects of two-dimensional and three-dimensional stimuli on spatial representation in drawings. Through the use of stereopsis, a scene was projected as both a two-dimensional image and as a three-dimensional image. Students wore polarizing glasses to enable them to perceive the superimposed images as a three-dimensional scene; whereas a single slide was projected when the image was to be perceived as a two-dimensional scene. Four test groups were established from eighth grade students who elected to take art. Participants in Group A were ask to draw the scene from the two-dimensional stimulus and, a week later, from the three-dimensional stimulus. Group B was asked to draw the scene from the three-dimensional stimulus and, a week later, from the two-dimensional stimulus. Group C drew only from the two-dimensional stimulus while Group D drew only from the three-dimensional stimulus. In all groups, participants were asked to draw the scene as realistically as possible using a graphite pencil. The completed drawings were evaluated for evidence of spatial cues and the students' perception and response to spatial information.","abstract_html":"Visual learning experiences are becoming increasingly prevalent in education as symbols, imagery and simulations replace traditional text-based materials. Although the utilization of images for instructional purposes is not a new occurrence, most images used in instruction have been two-dimensional representations, giving learners little experience working with three-dimensional images. Little research has been done to explain the effects of two-dimensional and three-dimensional stimuli on the learning process. This study examined the effects of two-dimensional and three-dimensional stimuli on spatial representation in drawings. Through the use of stereopsis, a scene was projected as both a two-dimensional image and as a three-dimensional image. Students wore polarizing glasses to enable them to perceive the superimposed images as a three-dimensional scene; whereas a single slide was projected when the image was to be perceived as a two-dimensional scene. Four test groups were established from eighth grade students who elected to take art. Participants in Group A were ask to draw the scene from the two-dimensional stimulus and, a week later, from the three-dimensional stimulus. Group B was asked to draw the scene from the three-dimensional stimulus and, a week later, from the two-dimensional stimulus. Group C drew only from the two-dimensional stimulus while Group D drew only from the three-dimensional stimulus. In all groups, participants were asked to draw the scene as realistically as possible using a graphite pencil. The completed drawings were evaluated for evidence of spatial cues and the students' perception and response to spatial information.","abstract_has_math":false,"creators":["McGraw, Tammy M."],"institution":"Virginia Tech","degree_name":"Ph. 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Although the utilization of images for instructional purposes is not a new occurrence, most images used in instruction have been two-dimensional representations, giving learners little experience working with three-dimensional images. Little research has been done to explain the effects of two-dimensional and three-dimensional stimuli on the learning process. This study examined the effects of two-dimensional and three-dimensional stimuli on spatial representation in drawings. Through the use of stereopsis, a scene was projected as both a two-dimensional image and as a three-dimensional image. Students wore polarizing glasses to enable them to perceive the superimposed images as a three-dimensional scene; whereas a single slide was projected when the image was to be perceived as a two-dimensional scene. Four test groups were established from eighth grade students who elected to take art. Participants in Group A were ask to draw the scene from the two-dimensional stimulus and, a week later, from the three-dimensional stimulus. Group B was asked to draw the scene from the three-dimensional stimulus and, a week later, from the two-dimensional stimulus. Group C drew only from the two-dimensional stimulus while Group D drew only from the three-dimensional stimulus. In all groups, participants were asked to draw the scene as realistically as possible using a graphite pencil. The completed drawings were evaluated for evidence of spatial cues and the students' perception and response to spatial information."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Ph. 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Little research has been done to explain the effects of two-dimensional and three-dimensional stimuli on the learning process. This study examined the effects of two-dimensional and three-dimensional stimuli on spatial representation in drawings. Through the use of stereopsis, a scene was projected as both a two-dimensional image and as a three-dimensional image. Students wore polarizing glasses to enable them to perceive the superimposed images as a three-dimensional scene; whereas a single slide was projected when the image was to be perceived as a two-dimensional scene. Four test groups were established from eighth grade students who elected to take art. Participants in Group A were ask to draw the scene from the two-dimensional stimulus and, a week later, from the three-dimensional stimulus. Group B was asked to draw the scene from the three-dimensional stimulus and, a week later, from the two-dimensional stimulus. Group C drew only from the two-dimensional stimulus while Group D drew only from the three-dimensional stimulus. In all groups, participants were asked to draw the scene as realistically as possible using a graphite pencil. The completed drawings were evaluated for evidence of spatial cues and the students' perception and response to spatial information."],"dc:description.degree":["Ph. D."],"dc:identifier.other":["etd-171823103974991"],"dc:identifier.uri":["http://hdl.handle.net/10919/30315"],"dc:publisher":["Virginia Tech"],"dc:rights":["In Copyright"],"dc:rights.uri":["http://rightsstatements.org/vocab/InC/1.0/"],"dc:subject":["spatial perception","Children","instructional media"],"dc:title":["The Effects of Two-Dimensional and Three-Dimensional Stimuli on Spatial Representation in Drawings"],"dc:type":["Dissertation"],"thesis:degree_discipline":["Curriculum and Instruction"],"thesis:degree_level":["doctoral"],"thesis:degree_name":["Ph. 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