| dc.description.abstract | One of the most intriguing recent trends is the return of stereoscopic technology. While 3D technology is more commonly used in movies, many good opportunities seem to have emerged from education. It would be helpful to apply it in classroom commonly, to have more education about the stereo works, the way our eyes perceive 3D images, and the way students can trick the eye with various techniques, such as whether users aim their cameras toward a focal point, how users handle depth of field, etc. It makes the learning process interesting and enjoyable, so learners can also improve retention. This study illustrates the process of creating a 3D Stereoscopic application in classroom named MAGICLAND.
MAGICLAND is a Virtual reality (VR) game has been developed for a children age in 8-12 years old. The goal of the MAGICLAND project was to build an experiential language learning environment, learners to be able to fully produce and use knowledge learn with and a fantasy learning world under stereoscopic and body gestures (Total Physical Response method). With a focus on informal education and domains with social content, MAGICLAND embraces the constructivist approach to learning, collaboration, and narrative development, and is designed to utilize the strengths of virtual reality: a combination of immersion, telepresence, immediate visual feedback, and dynamic interactivity.
This study describes the game with a view toward how this MAGICLAND for experiential learning through Stereoscopic technique will affect educational reform in the workplace. Our argument was supported by experiment results from a pilot study shows in last session. Based on our evaluation, the study also discusses both the successes and limitations of MAGICLAND and concludes with recommendations for research directions in the application of immersive, presence, engaging VR technologies to children’’s learning
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