Institut für Informatik und Computational Science
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- Dynamic assessment (1) (entfernen)
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The objectives of this study were to examine (a) the effect
of dynamic assessment (DA) in a 3D Immersive Virtual Reality
(IVR) environment as compared with computerized 2D and noncomputerized
(NC) situations on cognitive modifiability, and (b) the
transfer effects of these conditions on more difficult problem solving
administered two weeks later in a non-computerized environment. A
sample of 117 children aged 6:6-9:0 years were randomly assigned
into three experimental groups of DA conditions: 3D, 2D, and NC, and
one control group (C). All groups received the pre- and post-teaching
Analogies subtest of the Cognitive Modifiability Battery (CMB-AN).
The experimental groups received a teaching phase in conditions similar
to the pre-and post-teaching phases. The findings showed that cognitive
modifiability, in a 3D IVR, was distinctively higher than in the two
other experimental groups (2D computer group and NC group). It was
also found that the 3D group showed significantly higher performance
in transfer problems than the 2D and NC groups.