Undergraduates taught Solar System moon content in an immersive fulldome planetarium retained a moderate gain (ES = 0.371) at delayed post-test, while non-immersive and no-visualization groups retained almost none¶

Claim · All claims
Evidence · 1 study · causal r2 · q2 · i1 small
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i1 Students who saw immersive fulldome planetarium presentations showed a moderate Post-Pre effect size of 0.371, whereas the no-visualization and flat-screen groups had Post-Pre gains close to zero. → Yu 2016

Evidence¶

Yu 2016¶

Yu, K. C., Sahami, K., Denn, G., Sahami, V., & Sessions, L. C. (2016). Immersive Planetarium Visualizations for Teaching Solar System Moon Concepts to Undergraduates. Journal of Astronomy & Earth Sciences Education, 3(2). https://eric.ed.gov/?id=EJ1123383

q2 · i1 · causal · r2

Quasi-experimental study of 781 undergraduates in 17 classes across three treatment groups (no visuals, flat-screen visuals, fulldome planetarium), with identical instructors, lecture outline, and visuals. Aggregated longitudinal gains show only the planetarium group (GIII) retained a net Post-Pre gain, with "a moderate effect size 𝐸𝑆=0.371".

"However, the Post-Cont differences were all losses, and the Post-Pre gains were close to zero except for students in GIII who had a moderate effect size 𝐸𝑆=0.371."

Discussion¶

Related Claims¶

• The flat-screen visualization group matched the planetarium group's immediate gains but lost almost all of them by the delayed post-test — possibly the same claim (merge candidate)
• The authors speculate that the fulldome's large screen size interacting with peripheral visual motion increased audience arousal and attention, explaining the retention advantage — related
• Undergraduates taught seasons with immersive planetarium visualizations show larger quiz gains (ES=0.696 Cont-Pre; ES=0.741 Post-Pre) than peers taught with the same visualizations on a flat classroom screen or with no visualizations — related
• Non-immersive classroom visualization shows no significant contemporaneous-gain advantage over no visualizations, and its Post-Pre advantage reverses relative to the control group — related
• All treatment groups showed positive gains immediately after instruction, followed by losses between the contemporaneous and post-instruction assessments — related
• The planetarium group's Post-Pre gain advantage is robust against the classroom group but not against the small-n control group, whose wide confidence interval encompasses the planetarium CI — related