Computer-generated geometry instruction: a preliminary study |
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Authors: | Helen W Kang and Sydney S Zentall |
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Institution: | (1) Department of Computer Graphics and Technology, Purdue University, 100 N. University St., W. Lafayette, IN 47907, USA;(2) Department of Educational Studies, Purdue University, 100 N. University St., W. Lafayette, IN 47907, USA;; |
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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. |
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Keywords: | |
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