Formazione & insegnamento
ISSN: 2279-7505 | Published: 2016-04-30
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Title: Improving children's cognitive modifiability by dynamic assessment in 3D Immersive Virtual Reality environments
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 improvementand by the transfer test. Children in Grades 1 and 2 (n 1⁄4 117) 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 1⁄4 36), 2D (n 1⁄4 36), and tangible blocks (TB, n 1⁄4 24). The control group (n1⁄4 21) was not given teaching phase. The teaching phase included strategies of solving problems from the AnalogiesSubtest 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 TBgroups 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 theCMB Transfer Analogies. The findings are discussed in relation to the unique enhancing characteristics of the 3D IVR condition combined with the applied mediation strategies.
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Title: Il miglioramento delle capacità cognitive nei bambini attraverso la valutazione dinamica in ambienti immersivi di Realtà Virtuale 3D
Abstract: Una crescente evidenza rivela l'efficacia della procedura di valutazione dinamica (DA) nel fornire un feedback ricco e affidabile per quanto riguarda la modificabilità cognitiva dei bambini. La procedura DA prevedeva quattro fasi:test di pre-insegnamento, insegnamento, post-insegnamento e test di trasferimento due settimane dopo l'insegnamento.La fase di insegnamento comprende strategie di esperienza di apprendimento mediato. La modificabilità cognitiva dei bambini è stata esaminata mediante miglioramento di pre- e post-insegnamento e prova di trasferimento.I bambini nei gradi 1 e 2 (n 1⁄4 117) sono stati assegnati casualmente in tre gruppi sperimentali e un gruppo di controllo. A ciascuno dei gruppi sperimentali è stata fornita la fase di insegnamento in diverse modalità: Realtàvirtuale Immersiva 3D (IVR, n 1⁄4 36), 2D (n 1⁄4 36), e blocchi tangibili (TB, n 1⁄4 24). Al gruppo di controllo (n 1⁄4 21) non è stata fornita la fase di insegnamento. La fase di insegnamento comprendeva strategie di soluzione dei problemidel Subtest di Analogie della Batteria di Modificabilità Cognitiva (CMB). I test di Anologie CMB di pre- e postinsegnamento sono stati somministrati a tutti i gruppi seguiti da Analogie di Trasferimento CMB due settimane dopo. I risultati indicano che i gruppi 2D e TB mostrano maggiore modificabilità cognitiva rispetto al gruppo di controllo. Inoltre, i risultati indicano che l'insegnamento in un ambiente 3D IVR contribuisce alla modificabilità cognitiva dei bambini in misura maggiore rispetto agli altri gruppi nelle Analogie di Trasferimento CMB. I risultati sono discussi in relazione alle caratteristiche uniche di valorizzazione della condizione 3D IVR combinata con le strategie di mediazione applicata.
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Title: Améliorer la modification cognitive des enfants par évaluation dynamique dans les environnements de réalité virtuelle immersive 3D
Abstract: Des preuves croissantes révèlent l'efficacité de la procédure d'évaluation dynamique (DA) dans la fourniture d'une rétroaction riche et fiable concernant la modification cognitive des enfants.La procédure DA comprenait quatre phases: le test de pré-enseignement, l'enseignement, le post-enseignement et le test de transfert deux semaines après l'enseignement.La phase d'enseignement comprend des stratégies d'expérience d'apprentissage médiée.La modification cognitive des enfants a été examinée par l'amélioration pré-enseignement et par le test de transfert.Les enfants des classes 1 et 2 (n 1⁄4 117) ont été assignés au hasard dans trois groupes expérimentaux et un groupe témoin.Chacun des groupes expérimentaux a reçu la phase d'enseignement dans une modalité différente: réalité virtuelle immersive 3D (IVR, n 1⁄4 36), 2D (n 1⁄4 36) et blocs tangibles (TB, n 1⁄4 24).Le groupe témoin (n1⁄4 21) n'a pas reçu de phase d'enseignement.La phase d'enseignement comprenait des stratégies de résolution de problèmes de l'analogiessUbtest de la batterie de modification cognitive (CMB).Des tests d'analogies CMB avant et après l'enseignement ont été administrés à tous les groupes suivis des analogies de transfert CMB deux semaines plus tard.Les résultats indiquent que les groupes 2D et TB ont montré une modification cognitive plus élevée que le groupe témoin.En outre, les résultats indiquent que l'enseignement dans un environnement IVR 3D a contribué à la modification cognitive des enfants plus que dans les autres groupes dans les analogies de transfert.Les résultats sont discutés en relation avec les caractéristiques d'amélioration uniques de la condition IVR 3D combinée aux stratégies de médiation appliquées. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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Title: Mejora de la modificabilidad cognitiva de los niños por evaluación dinámica en entornos de realidad virtual inmersiva 3D
Abstract: La evidencia creciente revela la eficacia del procedimiento de evaluación dinámica (DA) para proporcionar comentarios ricos y confiables sobre la modificabilidad cognitiva de los niños.El procedimiento DA incluyó cuatro fases: prueba previa a la enseñanza, enseñanza, prueba posterior a la enseñanza y transferencia dos semanas después de la enseñanza.La fase de enseñanza incluye estrategias mediadas de experiencia de aprendizaje.La modificabilidad cognitiva de los niños se examinó mediante una mejora posterior al después de la enseñanza y mediante la prueba de transferencia.Los niños en los grados 1 y 2 (n = 117) fueron asignados aleatoriamente en tres grupos experimentales y un grupo de control.Cada uno de los grupos experimentales recibió la fase de enseñanza en una modalidad diferente: realidad virtual inmersiva 3D (IVR, N = 36), 2D (n = 36) y bloques tangibles (TB, n = 24).El grupo de control (N1⁄4 21) no recibió fase de enseñanza.La fase de enseñanza incluía estrategias para resolver problemas del Analogiessubtest de la batería de modificabilidad cognitiva (CMB).Las pruebas de analogías CMB previas y posteriores a la enseñanza se administraron a todos los grupos seguidos de analogías de transferencia de CMB dos semanas después.Los hallazgos indican que los grupos 2D y TB mostraron una mayor modificabilidad cognitiva que el grupo de control.Además, los hallazgos indican que la enseñanza en un entorno IVR 3D contribuyó a la modificabilidad cognitiva de los niños más que en los otros grupos en las analogías de transferencia de THECMB.Los hallazgos se discuten en relación con las características de mejora únicas de la condición 3D IVR combinada con las estrategias de mediación aplicadas. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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Title: Melhorando a modificabilidade cognitiva das crianças por avaliação dinâmica em ambientes de realidade virtual imersiva 3D
Abstract: A evidência crescente revela a eficácia do procedimento de avaliação dinâmica (DA) no fornecimento de feedback rico e confiável sobre a modificabilidade cognitiva das crianças.O procedimento da DA incluiu quatro fases: teste de pré-ensino, ensino, pós-ensino e teste de transferência duas semanas após o ensino.A fase de ensino inclui estratégias de experiência de aprendizado mediadas.A modificabilidade cognitiva das crianças foi examinada pela melhoria pré e pós-ensino e pelo teste de transferência.As crianças nas séries 1 e 2 (n 1⁄4 117) foram designadas aleatoriamente em três grupos experimentais e um grupo controle.Cada um dos grupos experimentais recebeu a fase de ensino em uma modalidade diferente: realidade virtual imersiva 3D (UVR, N 1⁄4 36), 2D (n 1⁄4 36) e blocos tangíveis (TB, N 1⁄4 24).O grupo controle (N1⁄4 21) não recebeu fase de ensino.A fase de ensino incluiu estratégias para resolver problemas do teste analogiess da bateria de modificabilidade cognitiva (CMB).Os testes de analogias CMB pré e pós-ensino foram administrados a todos os grupos seguidos por analogias de transferência de CMB duas semanas depois.Os achados indicam que os grupos 2D e TBS apresentaram maior modificabilidade cognitiva do que o grupo controle.Além disso, os resultados indicam que o ensino em um ambiente 3D de URA contribuiu para a modificabilidade cognitiva das crianças mais do que nos outros grupos nas analogias de transferência de THECMB.As descobertas são discutidas em relação às características únicas de aprimoramento da condição 3D UVR combinadas com as estratégias de mediação aplicadas. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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