3D @ COVD (2)

Here are some more interesting 3D revelations that emerged from the recent COVD conference, described in last week's post:

Recent Findings and Future Priorities for S3D Research

Shun‐nan Yang (PhD), a prolific researcher with the Vision Performance Institute, College of Optometry (Pacific University), provided a compelling presentation on recent research.  Dr. Yang's most interesting findings include:

• “Eye (visual/ocular) symptoms are weaker and limited; yet motion symptoms with 3D are significant and linger.” (Yang et al., 2012)
• “The critical viewing duration for incurring symptoms is about 36 minutes in movie viewing.”  (Yang et al., 2011)

He then cited some of the potential advantages offered through 3D immersion by briefly reviewing his research on these topics:

• “Opinion change and marketing success with S3D content” (Yang et al., 2013)
• “Motivational/emotional enhancement after S3D viewing.” (Yang et al., 2013)

Simulated 3D in Classrooms

My own presentation on the use of 3D in education was split into three parts. First, I briefly reviewed how educational 3D (eS3D) is different from standard consumer or 'entertainment' 3D:

• It’s slower
• It prefers more negative parallax
• It is experienced in shorter sustained viewing ‘segments
• It offers longer sustained and uninterrupted scene viewing (more immersive ‘gulping’)

I highlighted academic results, future trends, and how teachers approach children and parents when they encounter known vision symptoms. I also offered some “hands-on, minds-on” viewing of actual 3-D educational content and hardware used in schools, including the new NEO3DO auto-stereoscopic tablet.

Clinical Aspects of S3D

Dr. Leonard J. Press (O.D., FCOVD, FAAO), well known for his work in New Jersey and his thoughts in the VisionHelp Blog, closed the full day seminar with a look at the more clinical practice aspects of stereoscopic 3D, reminding the medical audience in attendance about the three D's of stereo 3D: