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Makale Özeti:
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The purpose of this study was to find out if 3D stereoscopic presentation of information in a
movie format changes a viewer's experience of the movie content. Four possible pathways
from 3D presentation to memory and learning were considered: a direct connection based
on cognitive neuroscience research; a connection through "immersion" in that 3D presentations
could provide additional sensorial cues (e.g., depth cues) that lead to a higher sense of
being surrounded by the stimulus; a connection through general interest such that 3D
presentation increases a viewer’s interest that leads to greater attention paid to the stimulus
(e.g., "involvement"); and a connection through discomfort, with the 3D goggles causing
discomfort that interferes with involvement and thus with memory. The memories of 396
participants who viewed two-dimensional (2D) or 3D movies at movie theaters in Southern
California were tested. Within three days of viewing a movie, participants filled out an
online anonymous questionnaire that queried them about their movie content memories,
subjective movie-going experiences (including emotional reactions and "presence") and
demographic backgrounds. The responses to the questionnaire were subjected to path analyses
in which several different links between 3D presentation to memory (and other variables)
were explored. The results showed there were no effects of 3D presentation, either directly
or indirectly, upon memory. However, the largest effects of 3D presentation were on
emotions and immersion, with 3D presentation leading to reduced positive emotions, increased
negative emotions and lowered immersion, compared to 2D presentations.
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