SCG 451

Doing Practitioner Research in Education &

Research Methods and Disciplinary Inquiry
Article Review Form
Articles title
Authors name

Comparing Short- and Long-Term Learning Effects Between Stereoscopic

and Two-Dimensional Film at a Planetarium
C. AARON PRICE, HEE-SUN LEE, MARK SUBBARAO, EVAN KASAL,
JULIETA AGUILERA

Reviewers name
Review date
Why did you select
this article?
Paper evaluation
(Please mark a to
indicate your
selected grade)
1Poor
5Excellent

David Schiller

Professional
Goals
E-mail

1/24/2016

I wish to become a high

school biology teacher
daveschiller@gmail.com

I am interested in science education and ways of improving it.

Innovative (i.e., theory, practice, method and conclusion.)
5
4
3
2
1
Progressive (Whether it adheres or surpasses international and domestic
levels of quality.)
5
4
3
2
1
.
Logic and rational (Whether reasoning is precise and conclusion is
credible and meaningful.)
5
4
3
2
1

Format (Whether articles organization is appropriate, has a definitive

abstract, glossary is accurate and comprehensive, references and citations
meet format conventions, charts and pictures are clear.)
5
4
3
2
1

Language (Was accessible and compelling.)

5
4
3
2
1

Overall
recommendation

Highly Recommended for other education professionals to read and

consider.
1

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Recommended for other educational professionals to read and consider,

but with some hesitation.
Not recommended for other educational professionals.
BE SURE TO FULLY EXPLAIN YOUR RATIOANLE BELOW IN AT
LEAST TWO TO THREE PARAGRAPHS.
Readers
comments
(Please attach any
additional
comments to this
form)

The authors of this article wish to determine if 3-dimensional (3D) video

instruction for science education is superior to conventional 2-dimensional
(2D) video instruction? The assumed logic is that 3D instruction can
allow further spatial display of concepts that 2D instruction is incapable of
displaying and teaching. The authors go through methodical detail of how
the experiment was carried out and how they attempted to keep
meticulous records of demographic information in order to ascertain if any
other factors would influence the results. For this reason, the article
scored a 4 in categories of innovation and formatting.
The language and vocabulary in the article are adequately accessible but
unnecessarily technical. The authors explain their conclusions in simple
language with the appropriate statistical standard deviations and P-values
included for almost all key pieces of data. The authors also offer several
tables that neatly compile all the data so that the reader can follow their
assertions. For these reasons, the article was scored a 3 in the language
category.
However, in the overall rating of the article, logic, and progressive
categories, the article was found somewhat deficient. 498 adults took the
pre and post tests. The post-tests purpose was to see how adults scores
improved from the pre-test after watching a short film on the shape of the
Milky Way galaxy. Roughly equal numbers of adults saw either a 2D or
3D version of the film. The post-tests showed that adults in both groups
scores improved. While surprisingly the 2D group scored higher than the
3D group, it was not shown to be statistically significant.
These post-test scores indicate short-term memory of the subject content.
In order to ascertain long-term memory of the subject matter, which is the
ultimate purpose of science education (and the goal of this study), another
delayed post-test was given to adults 6 months later. Unfortunately, of the
498 adults who completed the pre and post-tests, only 123 completed the
delayed post-test. This means that only 25% of the original sample
population finished the study. Phrased another way, 75% of the original
sample population, for whatever reasons, decided not to answer the
delayed post-test. Research studies which have a high drop-out rate are
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almost always prone to invalid conclusions.

This high drop-out rate leaves a large possible bias in the individuals that
did finish the survey. Those individuals that finished the delayed post-test
could have been biased towards 3D instruction and or have been more
knowledgeable participants, thus statistically tilting the final results and
conclusions. Unfortunately, this may have invalidated the results of the
delayed post-test and the conclusions garnered from it.

SCG 451