000 04284nam a22005295i 4500
001 978-3-031-02092-6
003 DE-He213
005 20240730163810.0
007 cr nn 008mamaa
008 220601s2021 sz | s |||| 0|eng d
020 _a9783031020926
_9978-3-031-02092-6
024 7 _a10.1007/978-3-031-02092-6
_2doi
050 4 _aTA174
072 7 _aTBD
_2bicssc
072 7 _aTEC016000
_2bisacsh
072 7 _aTBD
_2thema
082 0 4 _a620.0042
_223
100 1 _aHaghanikar, Mojgan M.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
_980593
245 1 0 _aVisualizing Dynamic Systems
_h[electronic resource] :
_bVolumetric and Holographic Display /
_cby Mojgan M Haghanikar.
250 _a1st ed. 2021.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2021.
300 _aXXIII, 87 p.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aSynthesis Lectures on Engineering, Science, and Technology,
_x2690-0327
505 0 _aAcknowledgments -- Introduction -- Overview of Chapters -- The Art of Thinking About Complex Systems -- Spatial Abilities and Success in Sciences -- Science Education Literature on Visualization -- EdTech Solutions -- Emerging Technologies: A Twist on EdTech Solutions -- Curriculum Design and Emerging Technologies. -- Breakthroughs in Scientific Communication -- References -- Author Biography.
520 _aThis book is aimed to help instructional designers, science game designers, science faculty, lab designers, and content developers in designing interactive learning experiences using emerging technologies and cyberlearning. The proposed solutions are for undergraduate and graduate scientific communication, engineering courses, scientific research communication, and workforce training. Reviewing across the science education literature reveals various aspects of unresolved challenges or inabilities in the visualization of scientific concepts. Visuospatial thinking is the fundamental part of learning sciences; however, promoting spatial thinking has not been emphasized enough in the educational system (Hegarty, 2014). Cognitive scientists distinguish between the multiple aspects of spatial ability and stresse that various problems or disciplines require different types of spatial skills. For example, the spatial ability to visualize anatomy cross-sections is significantly associated with mental rotation skills. The same is true for physical problems that often deal with spatial representations. However, most of the physics problems are marked by dynamicity, and visualizing dynamicity is inferred by the integrations of different participating components in the system. Therefore, what is needed for learning dynamicity is visualizing the mental animation of static episodes. This book is a leap into designing framework for using mixed reality (XR) technologies and cyberlearning in communicating advanced scientific concepts. The intention is to flesh out the cognitive infrastructure and visuospatial demands of complex systems and compare them in various contexts and disciplines. The practical implementation of emerging technology can be achieved by foreseeing each XR technology's affordances and mapping those out to the cognitive infrastructure and visuospatial demands of the content under development.
650 0 _aEngineering design.
_93802
650 0 _aMaterials.
_97549
650 0 _aProfessional education.
_941513
650 0 _aVocational education.
_941514
650 1 4 _aEngineering Design.
_93802
650 2 4 _aMaterials Engineering.
_932311
650 2 4 _aProfessional and Vocational Education.
_941516
710 2 _aSpringerLink (Online service)
_980594
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783031001642
776 0 8 _iPrinted edition:
_z9783031009648
776 0 8 _iPrinted edition:
_z9783031032202
830 0 _aSynthesis Lectures on Engineering, Science, and Technology,
_x2690-0327
_980595
856 4 0 _uhttps://doi.org/10.1007/978-3-031-02092-6
912 _aZDB-2-SXSC
942 _cEBK
999 _c84991
_d84991