Enhancing Time-Connectives with 3D Immersive Virtual Reality (IVR)

Autor/inn/en	Passig, David; Eden, Sigal
Titel	Enhancing Time-Connectives with 3D Immersive Virtual Reality (IVR)
Quelle	In: Journal of Educational Computing Research, 42 (2010) 3, S.307-325 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
Schlagwörter	Elementary School Students; Computer Simulation; Hearing Impairments; Time Perspective; Preschool Children; Sign Language; Story Telling; Cognitive Development; Child Development; Comparative Analysis; Instructional Effectiveness; Computer Assisted Instruction; Educational Technology; Expressive Language; Story Grammar; Semantics; Form Classes (Languages) + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Hearing impairment; Hörbehinderung; Zeitbezug; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Gebärdensprache; Kognitive Entwicklung; Kindesentwicklung; Unterrichtserfolg; Computer based training; Computerunterstützter Unterricht; Unterrichtsmedien; Semantik; Analytischer Sprachbau
Abstract	This study sought to test the most efficient representation mode with which children with hearing impairment could express a story while producing connectives indicating relations of time and of cause and effect. Using Bruner's (1973, 1986, 1990) representation stages, we tested the comparative effectiveness of Virtual Reality (VR) as a mode of representation on children's production of time-connectives with four other modes of representation: pictorial, oral, signed, and textual. One hundred thirty-four participants aged 4-10, 69 children with hearing impairment and 65 hearing children, divided into two age groups, pre-school and elementary school children, took part in this study. The study examined their ability to express time and cause-connectives, using the different modes of representation. The findings demonstrate substantial differences in producing time-connectives with the various modes of representation. The leading mode of representation is 3D IVR among the hearing children, and signed representation and 3D IVR among the children with hearing impairment. (Contains 3 tables and 5 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10