Effects of Seating Location and Stereoscopic Display on Learning Outcomes in an Introductory Physical Geography Class.

ABSTRACT Recently, the use of stereoscopic three-dimensional (3-D) projection displays has increased in geoscience education. One concern in employing 3-D projection systems in large lecture halls, however, is that the 3-D effect is reported to diminish with increased angle and distance from the stereoscopic display. The goal of this work was to study that effect in a classroom “real-world” lecture environment where such technology would actually be employed. Introductory physical geography concepts were taught to undergraduate students at the University of Kansas through a GeoWall (passive 3-D projection system) display with either static diagrams or interactive globe imagery (Google Earth). Student learning was gauged using both formative (in-class clicker questions) and summative (exam) assessments. We evaluated the spatial structure of students' formative and summative scores for two concepts: Earth–Sun geometries, taught with static images only, and arid landscapes and aeolian processes, taught with ...