The effects of stereoscopic 3D technology: limited capacity, and a process-oriented model of spatial presence

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University of Alabama Libraries

Research suggests that high-resolution, stereoscopic 3D graphics lead to the experiencing of spatial presence; however, it also has been suggested that low amounts of available cognitive resources negatively affect the experiencing of spatial presence. In this dissertation, the effects of pacing in a shooter game and stereoscopic 3D exposure were investigated using an integrated framework that consisted of the spatial presence model and limited capacity model for motivated mediated media processing (LC4MP). A mixed 2 (stereo 3D vs. 2D [within]) x 2 (high-pacing vs. low-pacing [within]) x 2 (high-skill vs. low-skill [between]) study was used and 57 participants were recruited. Game-related skill was not a significant factor to determine whether participants experienced spatial presence. When those who were more skilled played in stereoscopic 3D, more robust spatial situation models were formed and greater sense of self-location and perceived possible actions were experienced; however, when less-skilled participants played in stereoscopic 3D they did not form more robust spatial situation models and were less likely to experience greater sense of self-location and perceived possible actions. Those who were less skilled did experience greater sense of self-location, but only in the high-paced, stereoscopic 3D condition, which suggested that although they might have not formed strong spatial situation models they were still capable of experiencing spatial presence. The findings of this study suggest that greater game-related skill may lead to a better understanding of the spatial area and greater propensity to experience spatial presence, and although a stronger spatial situation model might not be constructed when a less-skilled user plays in stereoscopic 3D, its verisimilitude may lead to experiencing spatial presence.

Electronic Thesis or Dissertation
Mass communication, Psychology, Multimedia