Mojgan Matloob Haghanikar
Physics and Astronomy Education, PhD

Using Volumetric and Holographic Display in Visualizing Scientific Concepts

The rapid advancements in digital holography, virtual and augmented reality, have allowed extensive possibilities to elucidate scientific communication. A growing body of research (Hegarty, 2014) in psychometrics and science education literature has reported the high correlation between learners’ spatial abilities and success in the sciences. A significant number of abstract concepts in physics, chemistry, math, astronomy, and biology are three-dimensional entities. However, the challenges are not limited to the obscurity of the third dimension. Communicating science is troublesome whenever the speed of transition, scale or time frame is beyond the realm of our perceptions and our daily life experiences. The recent advancements in mixed reality technologies, hold a vast potential to enhance visualization and to promote interactions in scientific processes. The unique characteristics of mixed reality technologies such as 3D interactive allowance, the physical and virtual world merger and the flexibility to connect various layers of information are the most promising features to enhance scientific communication. In this presentation, I will emphasize five standpoints of immersion, interaction, cognitive processing, embodiment and visibility to sketch a new platform for scientific communication, dissemination of research findings, hybrid classes, and remote labs.

*Hegarty, M. (2014). Spatial thinking in undergraduate science education. Spatial Cognition & Computation, 14, 142–167.