Increasing evidence reveals the efficacy of dynamic assessment procedure (DA) in providing rich and reliable feedback regarding children's cognitive modifiability. In the current study we examined children's cognitive modifiability using DA within two computerized environments: 3D Immersive virtual reality (3D IVR) and 2D environments. Children in grades 1 and 2 (n =117) were randomly assigned into three experimental groups, each taught in a different modality: 3D IVR (n = 36), 2D (n = 36), and tangible instrument (n = 24). Children in all experimental groups were taught in a learning phase how to solve analogies from the Analogies subtest of the Cognitive Modifiability Battery (CMB) using the specific modality, respectively. Pre- and post-teaching Analogies tests were administered to all groups. In the control group (n=21), the pre- and post-tests were administered without a learning phase. The findings indicate that teaching in a 3D IVR contributed to the subjects' cognitive modifiability more than in the other groups.
David Passig, Bar-Ilan University, Israel
David Tzuriel, Bar-Ilan University, Israel
Ganit Eshel-Kedmi, Bar-Ilan University, Israel
Stream: Virtual and personal learning environments
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