Effect of display platforms on spatial knowledge acquisition and engagement: an evaluation with 3D geometry visualizations
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 displ...
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| Published in | Journal of visualization Vol. 26; no. 3; pp. 667 - 686 |
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| Main Authors | , , , , |
| Format | Journal Article |
| Language | English |
| Published |
Berlin/Heidelberg
Springer Berlin Heidelberg
01.06.2023
Springer Nature B.V |
| Subjects | |
| Online Access | Get full text |
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| 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. |
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| AbstractList | 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. |
| Author | Lu, Feiyu Parsons, Paul Nanjappan, Vijayakumar Yu, Lingyun Liang, Hai-Ning |
| Author_xml | – sequence: 1 givenname: Feiyu surname: Lu fullname: Lu, Feiyu organization: Virginia Tech – sequence: 2 givenname: Vijayakumar surname: Nanjappan fullname: Nanjappan, Vijayakumar organization: University of Oulu – sequence: 3 givenname: Paul surname: Parsons fullname: Parsons, Paul organization: Purdue University – sequence: 4 givenname: Lingyun surname: Yu fullname: Yu, Lingyun organization: Xi’an Jiaotong-Liverpool University – sequence: 5 givenname: Hai-Ning orcidid: 0000-0003-3600-8955 surname: Liang fullname: Liang, Hai-Ning email: haining.liang@xjtlu.edu.cn organization: Xi’an Jiaotong-Liverpool University |
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| ContentType | Journal Article |
| Copyright | The Visualization Society of Japan 2022. Springer Nature or its licensor holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law. |
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| SubjectTerms | Classical and Continuum Physics Computer Imaging Displays Engineering Engineering Fluid Dynamics Engineering Thermodynamics Heat and Mass Transfer Helmet mounted displays Knowledge acquisition Learning Pattern Recognition and Graphics Regular Paper Virtual reality Vision |
| Title | Effect of display platforms on spatial knowledge acquisition and engagement: an evaluation with 3D geometry visualizations |
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