Evaluation of 3D displays in terms of literacy learning

Hanae Ikeshita; Takashi Kawai; Motonaga Ishii; Hitoshi Yamagata; Kazuhiro Niinuma; Yujiro Ono; Masutomo Miyao

Evaluation of 3D displays in terms of literacy learning

Hanae Ikeshita^*, Takashi Kawai, Motonaga Ishii, Hitoshi Yamagata, Kazuhiro Niinuma, Yujiro Ono, Masutomo Miyao

^*Corresponding author for this work

School of Fundamental Science and Engineering

Research output: Contribution to conference › Paper › peer-review

Abstract

The authors have developed a literacy learning system for children with developmental dyslexia. The system presents alphabetic characters on a stereoscopic 3D display. In order to make the character structure more understandable, the character was expressed in three dimensions by continuously changing the stereoscopic depth from the starting point to the terminal point of the character stroke. However, stereoscopic displays are not widely used in schools and can be difficult to put to practical use. The purpose of this study was to develop a fractional view display that does not employ special equipment. We compared the comprehensibility of 3D characters presented on a depth fused 3D display and on a fractional view display. These results indicate that a fractional view display can make the structure of large characters understandable.

Original language	English
Pages	1135-1138
Number of pages	4
Publication status	Published - 2009 Dec 1
Event	16th International Display Workshops, IDW '09 - Miyazaki, Japan Duration: 2009 Dec 9 → 2009 Dec 11

Conference

Conference	16th International Display Workshops, IDW '09
Country/Territory	Japan
City	Miyazaki
Period	09/12/9 → 09/12/11

ASJC Scopus subject areas

Hardware and Architecture
Human-Computer Interaction
Electrical and Electronic Engineering
Electronic, Optical and Magnetic Materials

Cite this

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AU - Ikeshita, Hanae

AU - Kawai, Takashi

AU - Ishii, Motonaga

AU - Yamagata, Hitoshi

AU - Niinuma, Kazuhiro

AU - Ono, Yujiro

AU - Miyao, Masutomo

PY - 2009/12/1

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N2 - The authors have developed a literacy learning system for children with developmental dyslexia. The system presents alphabetic characters on a stereoscopic 3D display. In order to make the character structure more understandable, the character was expressed in three dimensions by continuously changing the stereoscopic depth from the starting point to the terminal point of the character stroke. However, stereoscopic displays are not widely used in schools and can be difficult to put to practical use. The purpose of this study was to develop a fractional view display that does not employ special equipment. We compared the comprehensibility of 3D characters presented on a depth fused 3D display and on a fractional view display. These results indicate that a fractional view display can make the structure of large characters understandable.

AB - The authors have developed a literacy learning system for children with developmental dyslexia. The system presents alphabetic characters on a stereoscopic 3D display. In order to make the character structure more understandable, the character was expressed in three dimensions by continuously changing the stereoscopic depth from the starting point to the terminal point of the character stroke. However, stereoscopic displays are not widely used in schools and can be difficult to put to practical use. The purpose of this study was to develop a fractional view display that does not employ special equipment. We compared the comprehensibility of 3D characters presented on a depth fused 3D display and on a fractional view display. These results indicate that a fractional view display can make the structure of large characters understandable.

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Evaluation of 3D displays in terms of literacy learning

Abstract

Conference

ASJC Scopus subject areas

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