Beyond the 3D Bubble

Having lived in Boulder, Princeton, and Beaverton, I know what it means when people say "you're in the bubble.” The real world lies just beyond. The same goes for people working in the arena of 3D: they tend to live in a secure bubble of like-minded enthusiasts. I am reminded of a cartoon that appears in the presentations of Shun‐nan Yang (PhD), a respected researcher with the Vision Performance Institute, College of Optometry (Pacific University):

The sad truth about this cartoon is that ordinary life is built upon binocular or 3D vision, hence the cringing nature of this insider’s joke.

A recent discussion hosted on LinkedIn’s bemoaned the notion that “It's still hip to hate 3D.” Apparently, the battle 3D currently faces is against "talking heads trying to influence the general public to adopt their [anti-3D] viewpoint.” “The masses love electrolytes, are considering gluten-free diets, and hate 3D,” they complain. Yet, we rarely make headway in this argument. “The public image needs to shift [to a] more positive [view],” they argue. “We just need to lobby for it like any other pop culture agenda, and not just to tech blogs and LinkedIn groups, but to the people who aren't buying tickets.” 

This article is about one way that we, as 3D enthusiasts, can start taking a positive message out beyond the boundaries of our obvious “3D bubble.” While attending the COVD Annual Meeting, (the College of Optometrists in Vision Development is the certifying body for doctors in the optometric specialty called Behavioral/ Developmental/ Rehabilitative Optometry), I met two authors that deal with 3D outside the bubble: in seeing, learning, and living. Each has published a unique book that would make a great gift for your child’s teacher, a parent, or a local school principal. Each book subtly conveys the importance of a child’s vision (which is 3D, of course!) in seeing, learning, and living. It’s a soft and inviting way to move beyond the 3D bubble and foster a message that will stick.

Red Flags for Primary Teachers, by Katie Johnson.

I first met Katie at the COVD Annual Meeting, when I noticed her impressive and unique poster session. Katie Johnson demonstrated through a variety of visuals how classroom teachers can identify vision problems that will affect learning as early as in the primary grades.

See it. Say it. Do it!: The Parent’s and Teacher’s Action Guide to Creating Successful Students and Confident Kids by Lynn Hellerstein.

A few moments later, I met Dr. Hellerstein and fanned through her book, which also comes well recommended.

Again, either of these resources would make for great end-of-the-school-year gifts for local educators. Or just give them a ticket to a 3D movie. 

3D @ COVD (3)

I must say that much of the interesting action of the 2013 COVD Annual Meeting occurred away from the speakers' hall, in the exhibit hall. Here were a plethora of exhibits, products, and research posters suited to every taste. The resources most relevant to our blog readers included:

• Mature 3D-based automated Vision Therapy systems (see picture below)
  
• A new iPad-based diagnostic and therapy from G labs. (See this video featuring Dr. Jen Simonson explaining the new product. Also see their Facebook site)
• An interesting research poster suggesting that 3D technology can be a powerful tool in the early detection of visual disorders such as amblyopia and anisometropia in children (using the Playstation 3D, in this case)
• A compelling research poster suggesting that vision therapy should be considered for those younger patients exhibiting visual symptoms, a diagnosis of ADD, and anxiety associated with poor school performance. Vision therapy, may well reduce unnecessary medication for these children, as well as a misdiagnosis of ADD

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:

3D @ COVD (1)

This report comes first hand from the recent annual meeting of the  College of Optometrists in Vision Development (COVD), held in Orlando.

COVD is the certifying body for doctors in Behavioral/ Developmental/ Rehabilitative Optometry. This group is interested in all things 3D, because these experts envision a role for 3D in Sx (symptoms), Dx (diagnosis), and Tx (treatment) of vision disorders. At the COVD Annual Meeting, I participated as a featured speaker in a full-day educational program entitled “Simulated 3D Vision: Research, Education and In Your Office,” with over 600 medical and educational professionals in attendance.

Dr. Dominick M. Maino (OD, MEd, FAAO, FCOVD) led off the full-day session. Dr. Maino is a Professor of Pediatrics/Binocular Vision at the Illinois College of Optometry/Illinois Eye Institute, a Distinguished Practitioner, with the National Academies of Practice, and a Leonardo da Vinci Award of Excellence in Medicine recipient.  Dr. Maino highlighted the cultural importance of 3D in contemporary society, since sometimes medical experts and researchers are not fully attentive to current cultural memes.  Maino warned that “simulated 3D is not dead,” as some would think, “but that use of simulated 3D will continue in all its forms… but you still need binocular vision to fully immerse yourself into the experience.”  He identified the struggles many adults have with viewing 3D as the “3D Vision Syndrome” and made the case for medical and educational professionals to tap into the power and influence of the 3D meme to promote vision health and better public policy decisions.

We will learn more about 3D @ COVD in next week's post. Stay tuned...