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ERIC Number: EJ947585
Record Type: Journal
Publication Date: 2011-Dec
Pages: 15
Abstractor: As Provided
Reference Count: 43
ISBN: N/A
ISSN: ISSN-1042-1629
Computer-Generated Geometry Instruction: A Preliminary Study
Kang, Helen W.; Zentall, Sydney S.
Educational Technology Research and Development, v59 n6 p783-797 Dec 2011
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.)
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education; Grade 2; Grade 3; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A