NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1123383
Record Type: Journal
Publication Date: 2016-Dec
Pages: 18
Abstractor: As Provided
ISSN: ISSN-2374-6246
Immersive Planetarium Visualizations for Teaching Solar System Moon Concepts to Undergraduates
Yu, Ka Chun; Sahami, Kamran; Denn, Grant; Sahami, Victoria; Sessions, Larry C.
Journal of Astronomy & Earth Sciences Education, v3 n2 p93-110 Dec 2016
Digital video fulldome has long been heralded as a revolutionary educational technology; yet the discipline-based astronomy education research literature showing planetarium effectiveness has been sparse. In order to help understand to what extent immersion impacts learning and the effect of the "narrative journey" model of presentation, we conducted a pre- and post-test effectiveness study of lectures on moon systems in the Solar System presented to 781 college undergraduates under immersive and non-immersive treatment conditions. Although all students showed some learning gains immediately after instruction, those who saw presentations in an immersive fulldome planetarium showed the greatest retention, compared to control classes that witnessed the same lecture and visuals on a flat screen in their regular classroom, and students that saw no interactive visuals. Because the same instructors, presentation visuals, and instructional outline were used for both the classroom and dome instruction using the virtual environment, the results suggest that the large display and wide field-of-view, two elements unique to the dome, resulted in greater attention, and were primarily responsible for the greater gains.
Clute Institute. 6901 South Pierce Street Suite 239, Littleton, CO 80128. Tel: 303-904-4750; Fax: 303-978-0413; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: ROLE0529522; DRL0848945