Student's metamemory knowledge about the impact of stereoscopic three‐dimensional presentations of science content

• Published in: Applied cognitive psychology Vol. 33; no. 2; pp. 225 - 233
• Main Authors: Dunlosky, John, Dudley, Daniel, Spitznagel, Mary Beth, Clements, Robert J.
• Format: Journal Article
• Language: English
• Published: Bognor Regis Wiley 01.03.2019; Wiley Subscription Services, Inc
• Subjects: 3D presentations; Beliefs; Criterion Referenced Tests; education; Experiments; Lecture Method; Listening; Memory; Metamemory; Multimedia; Multimedia Instruction; Preferences; Science Instruction; stereoscopic presentations; Student Attitudes; Students; Ventricle; Visual Aids
• ISSN: 0888-4080; 1099-0720
• DOI: 10.1002/acp.3469

Summary We investigated students' knowledge and beliefs about the impact of using three‐dimensional (3D) multimedia presentations. Students listened to a lecture about the ventricular system, which was presented alone (Experiment 1 only) or with a 3D or a 2D video illustrating the system. Afterwards, students judged how well they would perform on a criterion test. In Experiment 1, students judged that the 3D presentation would be superior to listening to the lecture alone (d = 0.81). Mean judgments were higher for the 3D than 2D presentation (d = 0.24), but this difference was not significant, so we estimated the effect size again. In Experiment 2, judgments were significantly higher after the 3D than 2D presentations (d = 0.40). Test performance was not significantly greater after the 3D than 2D presentations. A survey study again revealed that students believe 3D presentations are superior, and most students reported preferring them to 2D presentations.