Exploring the Interactivity Issues of the Stereoscopic 3D Systems for Design Education

Abstract

Stereoscopic 3D displays have been used by some research groups to present learning contents for education. However, in the highly interactive situations, the intertwined depth cues may result in symptoms that hamper the usability of such systems. In this research, an experiment was conducted to explore the interactivity issues. Thirty students were invited to participate in the experiment. The first task was to identify the differences between printed pictures and 3D virtual models. The second task was to point out ergonomic or design problems in a single piece of furniture or pairs of chairs and tables. Based on the analysis, discomfort caused by model rotation did contribute to the degree of overall discomfort. Even all participants had the background of using 3D modeling systems, some still experienced different levels of symptoms. Their comments indicated that adaptive adjustments of disparity and control response ratio were necessary in the highly interactive situations.