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Computer-generated geometry instruction: a preliminary study

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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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Notes

  1. For research purposes, the software program for the instructional task can be obtained from the first author.

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Acknowledgments

We are very grateful for the assistance provided by Terry Burton. We also express our sincere appreciation to the administrators, teachers, parents and children of the Tippecanoe School Corporation, the Lafayette School Corporation, the West Lafayette School Corporation and the St. Mary’s Cathedral School who made this study possible. We also thank Harcourt Achieve for allowing us to use materials from the Student Edition of Saxon Textbook.

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Authors and Affiliations

  1. Department of Computer Graphics and Technology, Purdue University, 100 N. University St., W. Lafayette, IN, 47907, USA

    Helen W. Kang

  2. Department of Educational Studies, Purdue University, 100 N. University St., W. Lafayette, IN, 47907, USA

    Sydney S. Zentall

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  1. Helen W. Kang
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  2. Sydney S. Zentall
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Correspondence to Sydney S. Zentall.

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Kang, H.W., Zentall, S.S. Computer-generated geometry instruction: a preliminary study. Education Tech Research Dev 59, 783–797 (2011). https://doi.org/10.1007/s11423-011-9186-5

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