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dc.contributor.authorMcGraw, Tammy M.en_US
dc.date.accessioned2014-03-14T20:21:22Z
dc.date.available2014-03-14T20:21:22Z
dc.date.issued1997-03-26en_US
dc.identifier.otheretd-171823103974991en_US
dc.identifier.urihttp://hdl.handle.net/10919/30315
dc.description.abstractVisual 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.en_US
dc.publisherVirginia Techen_US
dc.relation.haspartetd.pdfen_US
dc.rightsI hereby grant to Virginia Tech or its agents the right to archive and to make available my thesis or dissertation in whole or in part in the University Libraries in all forms of media, now or hereafter known. I retain all proprietary rights, such as patent rights. I also retain the right to use in future works (such as articles or books) all or part of this thesis or dissertation.en_US
dc.subjectspatial perceptionen_US
dc.subjectchildrenen_US
dc.subjectinstructional mediaen_US
dc.titleThe Effects of Two-Dimensional and Three-Dimensional Stimuli on Spatial Representation in Drawingsen_US
dc.typeDissertationen_US
dc.contributor.departmentTeaching and Learningen_US
dc.description.degreePh. D.en_US
thesis.degree.namePh. D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplineCurriculum and Instructionen_US
dc.contributor.committeechairHolmes, Glen A.en_US
dc.contributor.committeememberMoore, David Michaelen_US
dc.contributor.committeememberDodl, Norman R.en_US
dc.contributor.committeememberBurton, David E.en_US
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-171823103974991/en_US
dc.date.sdate1998-07-18en_US
dc.date.rdate1997-03-26
dc.date.adate1997-03-26en_US


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