دانلود رایگان مقاله بهبود اصلاح شناختی کودکان توسط ارزیابی در محیط واقعیت مجازی سه بعدی

Abstract

Increasing evidence reveals the efficacy of dynamic assessment (DA) procedure in providing rich and reliable feedback regarding children's cognitive modifiability. The DA procedure included four phases: pre-teaching test, teaching, post-teaching and transfer test two weeks after teaching. The teaching phase includes mediated learning experience strategies. Children's cognitive modifiability was examined by pre- to post-teaching improvement and by the transfer test. Children in Grades 1 and 2 (n = 117) were randomly assigned into three experimental groups and one control group. Each of the experimental groups was given the teaching phase in a different modality: 3D Immersive Virtual Reality (IVR, n = 36), 2D (n = 36), and tangible blocks (TB, n = 24). The control group (n = 21) was not given teaching phase. The teaching phase included strategies of solving problems from the Analogies Subtest of the Cognitive Modifiability Battery (CMB). Pre- and post-teaching CMB Analogies tests were administered to all groups followed by CMB Transfer Analogies two weeks later. The findings indicate that the 2D and TB groups showed higher cognitive modifiability than the control group. Also, the findings indicate that teaching in a 3D IVR environment contributed to the children's cognitive modifiability more than in the other groups in the CMB Transfer Analogies. The findings are discussed in relation to the unique enhancing characteristics of the 3D IVR condition combined with the applied mediation strategies.

5. Summary

The findings of this research have both theoretical and practical implications. From a theoretical point of view, we learned that integrating a computerized 3D IVR environment synergistically with MLE strategies within a DA procedure creates a computer-mediator-learner “intellectual partnership”. This partnership, it seems, generates a unique perceptual experience that broadens the child's world of mental images, it strengthens the internalization of the MLE principles and contributes to her/his cognitive achievements. Therefore, one can also say that 3D IVR technology is an important and appropriate environment for assessment. It seems that children's cognitive modifiability is influenced not only by the mode of representation in which the teaching is carried out, by also by the degree of immersion and partnership of children with the computer and by the mediation strategies. We believe that these two points are important contribution to the DA approach as well as to computerized techniques of teaching. Our findings have brought to light a wide range of clinical and educational applications of DA and 3D IVR technology. In further studies we suggest to investigate how cognitive modifiability assessed in IVR 3D environment contributes to prediction of achievements in school subject matters as well as to achievements in outside of classroom settings. We believe that novel additional set of diagnostic instruments that has been made available to educational diagnosticians will provide clinicians with better procedures of assessment and of teaching techniques. These procedures reflect better the child's cognitive modifiability and consequently enable more accurate intervention procedures. In the assessment procedures, it will be possible to alter the traditional assessment tools in exchange for rich and versatile IVR 3D worlds that will open up new possibilities for a wide range of cognitive diagnostic procedures and for a wide range of populations.