Improving children's cognitive modifiability by dynamic assessment in 3D Immersive Virtual Reality environments

Passig, David; Tzuriel, David; Eshel-Kedmi, Ganit

doi:10.1016/j.compedu.2016.01.009

Cited by 143 publications

(82 citation statements)

References 34 publications

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“…However, the enhanced presence did not directly predict learning effectiveness. Unlike the evidence showing that HMDs provide a more enhanced level of presence, studies focusing on the relationship between perceived presence and learning have both positive (Alhalabi, ; Passig, Tzuriel, & Eshel‐Kedmi, ) to neutral (Moreno & Mayer, ) and negative (Makransky, Terkildsen, & Mayer, ) results. For example, Makransky et al () found that an immersive VR science simulation with HMDs not only increased learners' presence but also induced a higher cognitive load than the less immersive desktop‐based VR simulation, which, according to them, resulted in lower learning outcomes.…”

Section: Literature Reviewmentioning

confidence: 93%

Immersive virtual field trips in education: A mixed‐methods study on elementary students' presence and perceived learning

Han¹

2019

Brit J Educational Tech

103

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The purpose of this study was to investigate the influence of immersive virtual field trips (VFTs) with head‐mounted displays (HMDs) on the presence and perceived learning. A mixed‐method approach was used to obtain an overall understanding of students' experiences with this immersive technology in an elementary classroom. Both quantitative and qualitative data were collected from 27 elementary‐school students through presence surveys and reflection papers. Statistical analyses were performed to compare immersive VFTs with traditional VFTs regarding students' virtual presence. Further, an inductive content analysis was performed to analyze reflection papers. The results showed an overall enhancement in virtual presence with the use of immersive VFTs. However, students felt that learning was not favorable with HMDs. The result of this study provides practical implications for the use of immersive VFTs in classroom settings.

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Section: Literature Reviewmentioning

confidence: 93%

Immersive virtual field trips in education: A mixed‐methods study on elementary students' presence and perceived learning

Han¹

2019

Brit J Educational Tech

103

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“…Recently, the benefits of adding electronic technology to a dynamic testing design have been examined by several researchers (e.g., Passig, Tzuriel, & Eshel‐Kedmi, ; Poehner & Lantolf, ; Resing & Elliott, ; Stevenson, Touw, & Resing, ). Incorporating electronic displays is believed to contribute to the development of children's cognitive skills (e.g., Clements & Samara, ).…”

Section: Introductionmentioning

confidence: 99%

“…The additional value of computerized testing can be attributed to the flexibility with which problems can be solved, which can promote more adaptive prompting during training. Research has shown that children benefit from computer‐assisted learning (Tamim, Bernard, Borokhovski, Abrami, & Schmid, ), and computerized dynamic testing has shown positive results in relation to children's accuracy on cognitive tasks (e.g., Passig et al ., ; Poehner & Lantolf, ; Resing & Elliott, ; Resing, Steijn, Xenidou‐Dervou, Stevenson, & Elliott, ; Stevenson et al ., ; Tzuriel & Shamir, ). In the current study, we developed a computerized, tablet‐based dynamic test of inductive reasoning, which enabled us to examine the following two aims.…”

Section: Introductionmentioning

confidence: 99%

Progression and individual differences in children's series completion after dynamic testing

Touw

Vogelaar

Thissen

et al. 2019

Brit J of Edu Psychol

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Background The need to focus more on children's abilities to change requires new assessment technologies in education. Process‐oriented assessment can be useful in this regard. Dynamic testing has the potential to provide in‐depth information about children's learning processes and cognitive abilities. Aim This study implemented a process‐oriented dynamic testing procedure to obtain information regarding children's changes in series‐completion skills in a computerised test setting. We studied whether children who received a graduated prompts training would show more progression in series‐completion than children who received no training, and whether trained children would use more advanced explanations of their solutions than their untrained peers. Sample Participants were 164 second‐grade children with a mean age of 7;11 years. Children were split into an unguided practice or a dynamic testing condition. Methods The study employed a pre‐test‐training‐post‐test design. Half of the children were trained in series‐completion, and the other half did not receive any feedback on their problem solving. Using item response theory analysis, we inspected the progression paths of the children in the two conditions. Results and conclusions Children who received training showed more progression in their series‐completion skills than the children who received no training. In addition, the trained children explained their solutions in a more advanced manner, when compared with the non‐trained control group. This information is valuable for educational practice as it provides a better understanding of how learning occurs and which factors contribute to cognitive changes.

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“…Research reveals that 3D information may be useful for children’s performance in other kinds of cognitive tasks. For example, it creates a more effective mode of representation for children’s sequential time perception compared to 2D pictorial scripts4; teaching in a 3D environment improves children’s cognitive modifiability relative to a 2D environment5. Moreover, 3D virtual reality can increase the awareness of teenagers about the social and emotional experiences of their classmates6.…”

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confidence: 99%

Use of 3D faces facilitates facial expression recognition in children

Wang

Chen

2017

Sci Rep

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This study assessed whether presenting 3D face stimuli could facilitate children’s facial expression recognition. Seventy-one children aged between 3 and 6 participated in the study. Their task was to judge whether a face presented in each trial showed a happy or fearful expression. Half of the face stimuli were shown with 3D representations, whereas the other half of the images were shown as 2D pictures. We compared expression recognition under these conditions. The results showed that the use of 3D faces improved the speed of facial expression recognition in both boys and girls. Moreover, 3D faces improved boys’ recognition accuracy for fearful expressions. Since fear is the most difficult facial expression for children to recognize, the facilitation effect of 3D faces has important practical implications for children with difficulties in facial expression recognition. The potential benefits of 3D representation for other expressions also have implications for developing more realistic assessments of children’s expression recognition.

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Improving children's cognitive modifiability by dynamic assessment in 3D Immersive Virtual Reality environments

Cited by 143 publications

References 34 publications

Immersive virtual field trips in education: A mixed‐methods study on elementary students' presence and perceived learning

Immersive virtual field trips in education: A mixed‐methods study on elementary students' presence and perceived learning

Progression and individual differences in children's series completion after dynamic testing

Use of 3D faces facilitates facial expression recognition in children

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