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.