Η επίδραση της στερεοσκοπίας σε εκπαιδευτικά εικονικά περιβάλλοντα

Περίληψη σε άλλη γλώσσα

Studies show that Information and Communication Technologies (ICT) positively affect learning process. Virtual reality is considered to be a powerful ICT tool that results in positive learning outcomes. Stereoscopy is one of the main characteristics of virtual reality. Stereoscopic viewing seems to be important for visually guided reaching tasks. The sense of stereoscopy has been shown to improve performance for tasks in three dimensional (3D) environments. As far as it concerns Educational Virtual Environments (EVEs), stereoscopy and 3D perception seem to contribute to conceptual learning and positive learning outcomes. The present PhD thesis studies topics that combine the fields of virtual reality, education, and brain function. It also introduces the new term “educational neuroscience”, according to which learning is defined as “the process of generating neural interfaces in response to external stimuli”. The research approach brings out brain activity such as cognitive processes d ...

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powerful ICT tool that results in positive learning outcomes. Stereoscopy is one of the main characteristics of virtual reality. Stereoscopic viewing seems to be important for visually guided reaching tasks. The sense of stereoscopy has been shown to improve performance for tasks in three dimensional (3D) environments. As far as it concerns Educational Virtual Environments (EVEs), stereoscopy and 3D perception seem to contribute to conceptual learning and positive learning outcomes. The present PhD thesis studies topics that combine the fields of virtual reality, education, and brain function. It also introduces the new term “educational neuroscience”, according to which learning is defined as “the process of generating neural interfaces in response to external stimuli”. The research approach brings out brain activity such as cognitive processes during the interaction of participants in virtual (stereoscopic and non-stereoscopic) environments, aiming at the estimation of stereoscopy in these environments. The present thesis proposes the use of digital electroencephalography (EEG) as a high temporal resolution technique for the comparative study of the effects of stereoscopy in three different environments, namely a real, a two dimensional (2D) and a stereoscopic three dimensional (3D) with exactly the same content. The research axis of the present thesis is the comparative study of electric brain activity of young women, 19 to 22 years old, during their observation of certain objects in the above three environments. The EEG signals reflect a range of frequency bands that are associated with various functional brain states. EEG signals were studied for the following rhythms (delta 5 – 3.5 Hz, theta 4 – 7Hz, lower alpha-1 8 – 10Hz, upper a-2 11 – 12Hz, beta 13 – 32Hz and gamma 33 – 48Hz). The results of the thesis show that the topology of brain activity is the same for the three environments under study. This is rather expectable, since all three environments were of the same content. The results show that electric brain activity is similar in real and stereoscopic virtual environments and different than in non-stereoscopic 2D virtual environments. The real environment caused less mental effort than the other two virtual environments. Comparing the 3D stereoscopic to the 2D virtual environment, the stereoscopic environment caused less mental effort, possibly because of the existence of stereoscopy. Moreover, the 2D environment caused an increase of anxiety, probably because the participants were looking for the third dimension in it. The present thesis is a first step in the field of educational neuroscience, emphasizing the importance of stereoscopic virtual environments over non-stereoscopic ones for educational use. It also contributes to the study of cognitive processes that occur during user interaction with digital environments with educational content, aiming at the design of environments that result in positive learning outcomes.νίαΤίτλοςΣυγγραφέαςπερισσότερα

Όλα τα τεκμήρια στο ΕΑΔΔ προστατεύονται από πνευματικά δικαιώματα.

DOI
10.12681/eadd/26797
Διεύθυνση Handle
http://hdl.handle.net/10442/hedi/26797
ND
26797
Εναλλακτικός τίτλος
The effect of stereoscopy in educational virtual environments
Συγγραφέας
Ζαχαρής, Γεώργιος (Πατρώνυμο: Κωνσταντίνος)
Ημερομηνία
2012
Ίδρυμα
Πανεπιστήμιο Ιωαννίνων. Σχολή Επιστημών Αγωγής. Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης
Εξεταστική επιτροπή
Μικρόπουλος Αναστάσιος
Κονιτσιώτης Σπυρίδωνας
Κώτσης Κωνσταντίνος
Κατσίκης Απόστολος
Παναγιωτακόπουλος Χρήστος
Πιντέλας Παναγιώτης
Τζιμογιάννης Αθανάσιος
Επιστημονικό πεδίο
Κοινωνικές Επιστήμες
Εκπαίδευση
Λέξεις-κλειδιά
Εικονικά περιβάλλοντα; Στερεοσκοπία; Εκπαιδευτική νευροεπιστήμη; Ηλεκτρικοί εγκεφαλικοί ρυθμοί; Γνωστικές λειτουργίες; Ψηφιακή ηλεκτροεγκεφαλογραφία
Χώρα
Ελλάδα
Γλώσσα
Ελληνικά
Άλλα στοιχεία
xxiv, 400 σ., εικ., πιν., γραφ.
Στατιστικά χρήσης
ΠΡΟΒΟΛΕΣ
Αφορά στις μοναδικές επισκέψεις της διδακτορικής διατριβής για την χρονική περίοδο 07/2018 - 07/2023.
Πηγή: Google Analytics.
ΞΕΦΥΛΛΙΣΜΑΤΑ
Αφορά στο άνοιγμα του online αναγνώστη για την χρονική περίοδο 07/2018 - 07/2023.
Πηγή: Google Analytics.
ΜΕΤΑΦΟΡΤΩΣΕΙΣ
Αφορά στο σύνολο των μεταφορτώσων του αρχείου της διδακτορικής διατριβής.
Πηγή: Εθνικό Αρχείο Διδακτορικών Διατριβών.
ΧΡΗΣΤΕΣ
Αφορά στους συνδεδεμένους στο σύστημα χρήστες οι οποίοι έχουν αλληλεπιδράσει με τη διδακτορική διατριβή. Ως επί το πλείστον, αφορά τις μεταφορτώσεις.
Πηγή: Εθνικό Αρχείο Διδακτορικών Διατριβών.
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