Educational Technology Research and Development

, Volume 59, Issue 6, pp 783–797

Computer-generated geometry instruction: a preliminary study


  • Helen W. Kang
    • Department of Computer Graphics and TechnologyPurdue University
    • Department of Educational StudiesPurdue University
Research Article

DOI: 10.1007/s11423-011-9186-5

Cite this article as:
Kang, H.W. & Zentall, S.S. Education Tech Research Dev (2011) 59: 783. doi:10.1007/s11423-011-9186-5


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.


Computer-generated instructionAttention disordersMathematicsAttentionLearning

Copyright information

© Association for Educational Communications and Technology 2011