EFFECTS OF DYNAMIC ASSESSMENT IN 3D IMMERSIVE VIRTUAL REALITY (3D-IVR) ENVIRONMENT ON COGNITIVE MODIFIABILITY AND THE IMPACT OF SPATIAL IVR CHARACTERISTICS

2017 ◽  
Author(s):  
David Tzuriel ◽  
Ganit Eshel-Kedmi ◽  
David Passig
Keyword(s):  
Virtual Reality ◽  
Dynamic Assessment ◽  
Immersive Virtual Reality ◽  
Cognitive Modifiability ◽  
The Impact

Improving children's cognitive modifiability by dynamic assessment in 3D Immersive Virtual Reality environments

2016 ◽  
Vol 95 ◽  
pp. 296-308 ◽  
Author(s):  
David Passig ◽  
David Tzuriel ◽  
Ganit Eshel-Kedmi
Keyword(s):  
Virtual Reality ◽  
Dynamic Assessment ◽  
Immersive Virtual Reality ◽  
Cognitive Modifiability

Investigating the impact of shopper personality on behaviour in immersive Virtual Reality store environments

2021 ◽  
Vol 61 ◽  
pp. 102581
Author(s):  
Alexander Schnack ◽  
Malcolm J. Wright ◽  
Jonathan Elms
Keyword(s):  
Virtual Reality ◽  
Immersive Virtual Reality ◽  
The Impact

The impact of avatar-owner visual similarity on body ownership in immersive virtual reality

2017 ◽  
Author(s):  
Dongsik Jo ◽  
Kangsoo Kim ◽  
Gregory F. Welch ◽  
Woojin Jeon ◽  
Yongwan Kim ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Visual Similarity ◽  
Body Ownership ◽  
Immersive Virtual Reality ◽  
The Impact

Mediated Learning Experience and Cognitive Modifiability

2013 ◽  
Vol 12 (1) ◽  
pp. 59-80 ◽  
Author(s):  
David Tzuriel
Keyword(s):  
Peer Mediation ◽  
Learning Experience ◽  
Dynamic Assessment ◽  
Teaching Style ◽  
Mediated Learning ◽  
Cognitive Education ◽  
Cognitive Modifiability ◽  
Research Findings ◽  
Mediated Learning Experience ◽  
The Impact

The focus of this article is on the effects of mediated learning experience (MLE) interactions on children’s cognitive modifiability. In this article, I discuss the MLE theory, and selected research findings demonstrating the impact of MLE strategies in facilita ting cognitive modifiability. Research findings derive from mother–child interactions, peer-mediation and cognitive education programs. Mediation for transcendence (expanding) was found consistently as the most powerful strategy predicting cognitive modifiability and distal factors in samples of children with learning difficulties directly predict cognitive modifiability. Findings of peer-mediation studies indicate that children in experimental groups participating in the Peer Mediation with Young Children program showed better mediational teaching style and higher cognitive modifiability than children in control groups. Application of dynamic assessment as a central evaluation method reveals that the contribution of the cognitive education program was not simply supporting the development of a particular skill practiced during the program; it also involved teaching children how to benefit from mediation in a different setting and consequently improve their cognitive performance across other domains.

scholarly journals Using Multi-Sensory and Multi-Dimensional Immersive Virtual Reality in Participatory Planning

Urban Science ◽  
2020 ◽  
Vol 4 (3) ◽  
pp. 34
Author(s):  
Mahbubur Meenar ◽  
Jennifer Kitson
Keyword(s):  
Virtual Reality ◽  
Focus Group ◽  
Spatial Planning ◽  
3D Model ◽  
Emotional Responses ◽  
Digital Technologies ◽  
Participatory Planning ◽  
Immersive Virtual Reality ◽  
Model Simulations ◽  
The Impact

In the last two decades, urban planners have embraced digital technologies to complement traditional public participation processes; research on the impact of smarter digital instruments, such as immersive virtual reality (IVR), however, is scant. We recruited 40 focus group participants to explore various formats of spatial planning scenario simulations in Glassboro, NJ, USA. Our study finds that the level of participation, memory recalls of scenarios, and emotional responses to design proposals are higher with multi-sensory and multi-dimensional IVR simulations than with standard presentations such as 2D videos of 3D model simulations, coupled with verbal presentations. We also discuss the limitations of IVR technology to assist urban planning practitioners in evaluating its potential in their own participatory planning efforts.

scholarly journals The impact of a self-avatar on cognitive load in immersive virtual reality

2016 ◽  
Author(s):  
Anthony Steed ◽  
Ye Pan ◽  
Fiona Zisch ◽  
William Steptoe
Keyword(s):  
Virtual Reality ◽  
Cognitive Load ◽  
Immersive Virtual Reality ◽  
The Impact

Do Technological Advancements Lead to Learning Enhancements?: An Exploration in Virtual Product Dissection

2017 ◽  
Author(s):  
Elizabeth M. Starkey ◽  
Cailyn Spencer ◽  
Kevin Lesniak ◽  
Conrad Tucker ◽  
Scarlett R. Miller
Keyword(s):  
Virtual Reality ◽  
Active Learning ◽  
Student Satisfaction ◽  
Student Learning ◽  
Engineering Students ◽  
Learning Assessment ◽  
Immersive Virtual Reality ◽  
Engineering Programs ◽  
Educational Benefits ◽  
The Impact

Recent shifts into larger class sizes and online learning have caused engineering educators to rethink the way they integrate inductive, or active learning activities into their courses. One way engineering educators have done this is through the integration of new technological environments. However, little is known about how the type of technological environment utilized in active learning exercises impacts student learning and satisfaction. Thus, as a first step to understanding the impact of technological advancements on student learning and satisfaction, a study was conducted with 18 senior level undergraduate engineering students who were asked to perform product dissection, or the systematic disassembly of a product, using three technological interfaces (computer, iPad, immersive virtual reality). Variations in the complexity of the product dissected were also explored. The results of this study indicate that variations in technological interfaces did not impact student learning as assessed by a Student Learning Assessment (SLA). However, the complexity of the product dissected did impact learning, with students scoring significantly lower on the SLA when dissecting the most complex product. The results also indicated that students perceived learning and satisfaction were highest when using the immersive virtual reality system. These results suggest that the costs of investing in more technological advanced systems for product dissection may not yet outweigh the educational benefits. However, the increase in student satisfaction with VR environments has the potential to positively impact student retention in engineering programs.

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