Computer-Generated Geometry Instruction: A Preliminary Study

Autor/inn/en	Kang, Helen W.; Zentall, Sydney S.
Titel	Computer-Generated Geometry Instruction: A Preliminary Study
Quelle	In: Educational Technology Research and Development, 59 (2011) 6, S.783-797 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-011-9186-5
Schlagwörter	Hyperactivity; Geometric Concepts; Geometry; Special Needs Students; Mathematics Instruction; Elementary School Students; Experiments; Educational Technology; Comparative Analysis; Instructional Effectiveness; Attention Control; Attention Deficit Disorders; Computer Graphics; Computer Assisted Instruction + Suchen Sie Ihr Suchwort? Hyperaktivität; Elementare Geometrie; Geometrie; Sonderpädagogischer Förderbedarf; Mathematics lessons; Mathematikunterricht; Erprobung; Unterrichtsmedien; Unterrichtserfolg; Aufmerksamkeitstest; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Computergrafik; Computer based training; Computerunterstützter Unterricht
Abstract	This study hypothesized that increased intensity of graphic information, presented in computer-generated instruction, could be differentially beneficial for students with hyperactivity and inattention by improving their ability to sustain attention and hold information in-mind. To this purpose, 18 2nd-4th grade students, recruited from general education classes, were presented with sequenced geometry instruction, which involved projections of solid geometric images accompanied by text and color. Children were randomly assigned to two levels of intensity: high visual intensity (HVI) with information from the light source (e.g., contrasts, shadows) and low intensity (LVI) projecting only a single value. In support of theoretical predictions, students with hyperactivity/inattention performed better than typical comparisons during the performance of advanced problems in the HVI condition. Furthermore, the students with inattention demonstrated significantly better performance in the HVI than in the LVI condition. Educational, research, and development implications of these findings were discussed. (Contains 3 figures, 1 footnote, and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10