Cognitive Modifiability in 3D-IVR and 2D Computerized Environments: The Effects of Rotation of Information Resources and Shift of Viewing Angles

David Tzuriel,David Passig,Ganit Eshel Kedmi

doi:10.3390/su13063520

Abstract

Research findings indicate that cognitive achievements are significantly improved by practice of cognitive abilities in the 3D Immersive Virtual Reality (3D-IVR) environment. The current study focuses on the effects of two spatial characteristics of the computer environment, Rotation of Information Resources (RIR) and Shift of Viewing Angles (SVA), on cognitive modifiability as measured in a dynamic assessment (DA) procedure. The DA was composed of modified versions of the Analogies Subtest (AN) from the Cognitive Modifiability Battery (CMB) adapted for the computerized environment and includes pre-teaching, teaching, and post-teaching phases. The analogies contain dimensions of color, number, height, and position. In the teaching phase, children mediated various problem-solving strategies. The sample was composed of children in Grades 1 and 2 (n = 73). They were randomly assigned to either 3D-IVR or 2D conditions. Higher frequency of use of SVA contributed significantly to pre- to post-teaching improvement of analogical thinking. Higher improvements were found in dimensions of height and position than in color and number. The dimensions of height and position are specifically connected to spatial perception, hence the higher improvement. The findings are explained in relation to the importance of the use of SVA and RIR as crucial spatial characteristics for developing cognitive maps formation, and cognitive performance.

Highlights

The spatial characteristics of computerized environments seem to be crucial for enhancement analogical thinking in 3D-Immersive Virtual Reality [3D Immersive Virtual Reality (3D-IVR)] and 2D
These findings are supported by previous research showing that children participating in a 3D-IVR condition demonstrated significantly higher pre- to post-teaching improvement than children participating in the 2D condition [3,12]
dynamic assessment (DA) in 3D-IVR environment is more effective for the internalization of cognitive principles DA in 2D environment

Summary

Introduction

DA involves an active teaching of cognitive and metacognitive strategies aimed at improving processes of perception, learning, thinking, and problem-solving. DA is aimed at modifying an individual’s cognitive functions within the testing process and observing subsequent changes in learning and problem-solving patterns. The conceptualization behind using change criteria is that measures of modifiability are more closely related to mediational processes by which the child is taught how to process information than they are to static measures of intelligence. The mediational strategies used within the DA procedure have more “matching value” to learning processes in other life contexts than do conventional static methods and give better indications about future changes of cognitive structures [1,2]

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Conclusion