Cost-Effective 3D Stereo Visualization for Creative Learning

Cost-Effective 3D Stereo Visualization for Creative Learning

R. S. Kamath (Chatrapati Shahu Institute of Business Education and Research, India) and R. K. Kamat (Shivaji University, India)
DOI: 10.4018/978-1-5225-7365-4.ch020


Using a pedagogic case study of development of three dimensional (3D) stereo visualization suite, in this chapter, the authors exemplify the emerging paradigm shift of educational technology progressively from simulation to virtual reality (VR). The authors present the transformation of higher education archetypes using VR, which is poised to create a whole new meaning for the young learners. It mainly personifies the computer-generated three-dimensional environments that give the viewer an intense feeling of being immersed in an artificial world. The authors clearly demonstrate exploiting a 3D stereo visualization system in learning environment for bringing in an experiential learning experience of real industrial scenario in the classroom itself. They present the design and development of 3D visualization tool that embodies complex datasets in virtual environment. Thus, the chapter epitomizes the significance of VR in edification that impacts creative learning without using real tools on a less sophisticated technological platform.
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Backgraound: Progression Of Education Techonology From Simulation, Animation To Virtual Reality

With the embryonic digital age, there has been intense discussion all over the globe, particularly in the last decade about the use of technology for personalizing the learning environment. VR is the fascinating area in computer application research (Vafadar, 2013). In recent years, 3D technologies in modeling, printing and stereoscopic have symbolized the true cutting edge in educational systems (Dalgarno et al., 2010). The use of 3D glasses, stereoscopic 3D content and virtual environments in all curriculum areas to improve 21st century teaching and learning has been the buzz word in all the spheres of academics (Alpaslan & Sawchuk, 2004). The 3D in the Classroom has been clearly the winner over its 2D counterpart in improving the teaching-learning in the classroom. An interesting account of all these developments at the global level has been summarized in the following paragraph.

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