3-D Graphical Hypermedia Meets Interactive E-Books: A New Paradigm for Experiential Learning
In this exploratory paper, we propose to develop a new paradigm for teaching virtual dissections–a task prevalent in public schools– 3-D interactive electronic books that blend the state-of-the-art techniques in computer graphics with 3-D hypermedia. Students will learn experientially in this highly innovative environment by employing two powerful modes of interactive inquiry, exploration and guided inquiry. This development effort is designed to greatly improve the quality of the learner’s experience while engaging in the virtual dissection tasks so prevalent in middle school classes in the United States. Our electronic books, enriched with high-fidelity 3-D video, annotations, and illustrations, will allow students to witness and explore a real dissection procedure as if they were there. In this paper, we articulate the technical and pedagogical challenges and present some preliminary results for content creation and visualization.
KeywordsCognitive Engagement Content Creation Stereoscopic Display Electronic Book Pedagogical Challenge
Unable to display preview. Download preview PDF.
- 1.Brown, M.S., Majumder, A., Yang, R.: Camera-based calibration techniques for seamless multi-projector displays. IEEE Transactions on Visualization and Computer Graphics (TVCG) (2005)Google Scholar
- 2.Buehler, C., Bosse, M., McMillan, L., Gortler, S., Cohen, M.: Unstructured Lumigraph Rendering. In: Proceedings of SIGGRAPH 2001, Los Angels, pp. 405–432 (August 2001)Google Scholar
- 4.Dewey, J.: Experience and Education. Collier Books, New York (1938)Google Scholar
- 5.Gredler, M.: Games and simulations and their relationship to learning. In: Jonassen, D. (ed.) The Research Handbook of Educational Communications Technology, p. 571. Lawrence Erlbaum, Mahwah (2004)Google Scholar
- 6.Johnston, W.E.: The whole frog. University of California, Lawrence Berkeley Laboratory, Berkeley (1994), http://george.lbl.gov/ITG.hm.pg.docs/Whole.Frog/Whole.Frog.html
- 7.Kolb, D.A., Fry, R.: Toward an applied theory of experiential learning. In: Cooper, C. (ed.) Theories of Group Process. John Wiley, London (1975)Google Scholar
- 8.Koschmann, T., Kelson, A., Feltovich, P., Barrows, H.: Computer-supported pbl: A principled approach. In: Koschmann, T. (ed.) CSCL: Theory and Practice of an Emerging Paradigm, pp. 83–124. Lawrence Erlbaum, Mahwah (1996)Google Scholar
- 10.Levoy, M., Hanrahan, P.: Light Field Rendering. In: Proceedings of SIGGRAPH 1996, New Orleans, pp. 31–42 (August 1996)Google Scholar
- 11.Lewin, K.: Field theory and learning. In: Cartwright, D. (ed.) Field Theory in Social Science: selected theoretical papers. Social Science Paperbacks, London (1951)Google Scholar
- 12.Newmann, F.: Student engagement and achievement. Teachers’ College Press (1992)Google Scholar
- 13.Nip, W., Logan, C.: The whole frog. Technical Report LBL-35331. University of California, Lawrence Berkeley Laboratory, Berkeley (1994)Google Scholar
- 14.Raskar, R., Brown, M.S., Yang, R., Chen, W., Welch, G., Towles, H., Seales, B., Fuchs, H.: Multi-projector displays using camera-based registration. In: Proceeding of IEEE Visualization 1999, pp. 161–168 (1999)Google Scholar