Enhancement of Spatial Thinking with Virtual Spaces 1.0

Autor/in	Hauptman, Hanoch
Titel	Enhancement of Spatial Thinking with Virtual Spaces 1.0
Quelle	In: Computers & Education, 54 (2010) 1, S.123-135 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2009.07.013
Schlagwörter	Computer Software; Educational Technology; Spatial Ability; Geometric Concepts; Grade 10; Secondary School Mathematics; Learning Theories; Learning Processes; Geometry; Mathematics Instruction; Mathematics Achievement; Learner Controlled Instruction; Thinking Skills; Electronic Learning; Instructional Design; Programming; Computer Assisted Instruction; Courseware; Computer Graphics; Computer Software Evaluation; Computer Simulation; Simulated Environment; Instructional Effectiveness; Instructional Material Evaluation + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Räumliches Vorstellungsvermögen; Elementare Geometrie; Learning theory; Lerntheorie; Learning process; Lernprozess; Geometrie; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Denkfähigkeit; Lesson concept; Lessonplan; Unterrichtsentwurf; Programmierung; Computer based training; Computerunterstützter Unterricht; Lernsoftware; Computergrafik; Softwareanalyse; Computersimulation; Künstliche Umwelt; Unterrichtserfolg
Abstract	Developing a software environment to enhance 3D geometric proficiency demands the consideration of theoretical views of the learning process. Simultaneously, this effort requires taking into account the range of tools that technology offers, as well as their limitations. In this paper, we report on the design of Virtual Spaces 1.0 software, a program that exercises the user's abilities to build spatial images and to manipulate them. This paper also reports on a study that aimed to assess whether those abilities affected achievements in the spatial thinking of 10th graders who worked with the software. Additionally, we investigated whether self-regulating questions can improve the effect of exercising with Virtual Spaces 1.0. The sample was 192 students, who were randomly assigned to four groups, two of which used Virtual Spaces 1.0 (Group 1 with virtual reality and self-regulating questions N = 52, Group 2 with virtual realty only N = 52) and the other two the non-Virtual Spaces 1.0 (Group 3 self-regulating questions only N = 45, Group 4 non-treatment group N = 45). The results suggest that spatial thinking was enhanced by exercising with Virtual Spaces 1.0 and asking self-regulating questions. In addition, it was found that the self-regulating questions make the use of virtual reality more efficient, and that the influence of self-regulating questions is especially manifested in tasks that make use of high order skills. (Contains 3 tables and 9 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10