In Special Education, virtual reality, Augmented Reality and Artificial Intelligence PART 2


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Materials The equipment needed to build the virtual twoSettings were built in a wide room in a public school.In a suburb of Chicago. The user of one environment could notSee the other or its user world, but the two users werenear enough so that they could talk to each other.
Furthermore, two were needed by our instructional procedureAbout physical models. One was a model of foam rubber from theA virtual asteroid with a diameter of around eight inches,Painted and fitted with a space ship model, rocks andOther characteristics that make it identifiable as a model of theDigital asteroid as seen in the world of Mission Control.A regular Earth globe was the second physical modelPurchased from a book seller.



Awareness test To determine the comprehension of children's knowledge ofEarth form, we built a structured interviewDerived from those that previous researchers have used (Nussbaum,1985; 1992 by Vosniadou & Brewer). The interviewer (the interviewerThe member of the project team) asked 18 questions about the shape ofThe content of the area below the surface, the Earth,Circumnavigation, up and down relativity, andOcclusion by bending. The children's responses were answers to theClassified by the interviewer at testing time, using a collection ofCategories of coding resulting from a pilot study (Johnson,Ohlsson, Moher & Gillingham, 1999). The awareness testThe interview was 10-20 minutes long. The same test was used as the one used forPretest, posttest, and posttest delays.



Subjects All of the fifty children in second gradeClass rooms in attendance were pretested. The twenty-eight childrenThose who correctly answered 10 or less pre-test questions wereIncluded in the community on treatment. Because of the limited number ofWe chose to include all such students in aPretest-posttest configuration over the division into two classes of two groupsa treatment-control design. The 22 kids who replied11-13 questions will be appropriately referred to as theComparison group, while in the control group it is not a control group,Statistical meaning due to the allocations of the non-random group.



Procedure The procedure for the children in the counseling program isThe method consisted of pre-test, VR experience, bridgingOperation, post-test and post-test delays. For the kids in thecomparison party, the procedure consisted of pretest andPosttest, posttest.
(a) Erfahrung in VR. The kids have been paired into teams ofOh, two. The two experimenters during the familiarisation processThe guides helped the kids put on the stereo.Glasses and led them around the matching onesFive Minute Settings. Then the two kidsSwitched places and repeated the process of familiarizationFor five more minutes. The guides during familiarizationVisual features related to sphericality (nearness) were pointed out.The horizon, objects that rise above the horizon, the avatar,seeming to be up side down, circumnavigation, etc.).
The children were told during the game process that they wereIn the absence of fuel and their work, they were stranded on the asteroid.Extra fuel cells spread over the asteroid were to be identified so thatTheir space ship is capable of returning to Earth. The kid on the monitorThe fuel cells were collected by the asteroid, but the child at MissionControl helped to locate fuel cells (the latter were obviouslyVisible in the view of Mission Control) and by providing directionsTo the other baby. The kids played the game for ten years,Minutes, switched positions and continued for an extra oneMinutes, then. Therefore each child had a total of 30 minutes,Interaction of (5+5+10+10) with the two VR worlds.



(b) Dialogue Bridging. Instantly after the VRExperience, the two children have been escorted to two distinct childrenA structured discourse, rooms for bridging discussionWith a project team member. The intention of thisDialogue was intended to prompt reflection on the past and experience of VRTo help the child pass the idea of the spherical planet to his or her own idea.Her Earth Conceptual Model. Within each stage of the conversation,The tester reminded the kid of his or her VRAwareness with the assistance of the physical model of theAsteroid, recreating a certain part of the experience (e.g.,Circumnavigation) with figures from toys. Then the experimenterHe transferred the child's focus to the Earth's globe and told her thatHe or she is also the one that was the case on the asteroid.Case on Earth, enacting with toy the required facetFigures vis-à-vis the world of the Earth. Then the conversationShifted back to the model of the asteroid to cover another facet ofSphericality, often illustrated with the globe of the Earth;And so forth. Approximately 15 is taken up by the bridging discussionOh, minutes.



(c) Posttest. 24 hours after the subjects were post-tested,The knowledge of learning.(d) Post-test delay. The post-test delay wasFour months after the learning experience, administered.
OutcomesFigure 1 illustrates the effect. The quality of theThe treatment group improved from a mean of 7.3 correct to 7.3 correct,Responses to an average of 12.9 correct answers on the pretestThe mailing exam. We tested the posttest mean with a singlesample t-test, using the pretest mean as the comparisonUh. Worth. Statistically, the difference is important (t = 13.68, p = 13.68).< .000). < The treatment group then changed from pretest to pretest.A posttest. The size of the shift is 12.9 -7.3 =5.6 units of magnitude, which is 1.9 times the standard deviation forPretest, pretest. The average number of correct responses on theThe post-test delay was 11.4. Almost the whole pre-to-post-testEnhancements were maintained four months later.
Since the questions posted were similar to the questions posted,Pre-test problems, there is a chance of enhancing theThe perception of the Earth by children was triggered byAbout the test itself. To calculate, we can use the comparison group toThe influence of a measure. The members of the benchmarking partyThe VR was pre-tested and post-tested but did not undergo theAbout experience. The average number of correct responses in thisIn the pretest sample, 12.2 and in the posttest group, 14.0.



Asingle-sample t-mean post-test test, using the pre-testMean as value of contrast, showed that the pre-to posttest was shownThe difference (t = 4.6, p < .000) is statistically important.Taking the exam, therefore, prompted some learning, even in theThe VR experience is incomplete. The impact magnitude14.0 - 12.2 = 1.8 is .6 times the standard deviation, which is 1.8.The pre-test. This increase is substantially lower thanThe change in the counseling party. Owing to theNon-random distribution of subjects to classes, proofsupported by this study is admittedly weaker proof thanOffered by a proper control party.
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The No. of Right Answers
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7.3 Yeah, 7.3
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Figure 1. Figure 1 On the three tests, the average number of correct responsesOpportunities.
A t-test for independent samples implies that the difference is different.On the pre-test between the care and reference groups(t = 10.71, p < .000) was statistically important. There was there was,There is no important difference between the two groups on the basis of(t = 1.90, p > .06) post examination.
Discussion DuringThe children in the care group almost doubled their numbersUnderstanding of the Earth's shape, as determined by our ownTest for Information. The treatment group initially performedSignificantly below the category of comparisons, but performed asAs well as on the posttest the latter. That is, our learningThe situation made those kids who did not spontaneously have a scenarioGained an appreciation of the Earth's form for capturingAlong with others who had. In comparison to random acquisition,Method, which takes place over a number of years (Nussbaum, 1985;1992), the displacement case, Vosniadou & BrewerIt helped kids to get the target idea in one day.



Four months later, they kept it.Why was the scenario of displacement successful? AnThe rationale for these findings must answer the paradox ofDeep learning: Seldom are core ideas transformed byNovel input; the surrounding belt of the belt is too secure;Auxiliary concepts and convictions. And how does profound learning ever happen?Hey come around? Affirmations of the cross-domain transition hypothesisWhose core concepts are not transformed but substituted by conceptsTransferred from other situations, domains or circumstances (Chi,(1992). In the present analysis, our virtual asteroid and the virtual asteroid are bothPlanet can be assumed to belong to the elementary realm ofAstronomy, but the important argument for learning is that our astronomy is


Subjects had no previous understanding of the shape of theA virtual meteor, but the shape of the Earth was what they did.
This deep learning model varies substantially from that ofOther models, such as attempts to see deep learning in the sense ofChildren as analogous to alteration of scientific theory (Gopnik &Meltzoff, 1997; Posner et. al, Hewson & Hewson, 1984;In 1982). With this theory theory, one difficulty, as it has arrivedIt is to be understood that human beings are not visiblyThe central method, presumably good at evaluating facts,Shift in Philosophy.


In logical rather than naturalistic words, the theory theory explains cognitive changes (Ohlsson, 2000). It does not justify our results, since we did notIntroduce proof of some sort to our subjects: WeThey were acquainted with a previously unfamiliar climate.And then argued that what was valid in that setting wasThat's also true of the World.


Transferring the cross-domainThe hypothesis does better because unlike the theory theory, it does better becauseIt does not say that dissatisfaction with prior ideas is a disappointment with prior ideasA learning requirement. Not inherently, prior concepts areFalsified or rejected; otherwise, when they become disused, they fall into disuse.There is another, more useful concept available.


Unlike the DiSessa Principle of Knowledge-in-Fragments(1988, 1993) and (1995) by Smith, DiSessa and Roschelle,Deep learning as a mechanism does not reflect the existing theory.The so-called clarification, organization and systematization ofPrimitives from phenomenology.
Alternatively, it argues that a keyThe definition that has been moved from a different perspective can beServe as a point of departure for a new interpretation of theBackground of goal.


One problem with the view of knowledge-infragments is that it is unclear how to systematize andOrganizing can give rise to a new definition that directly contradictsAt the beginning, one of the ideas available.


It, for instance,The experience of the virtual asteroid seems unplausible.Our subjects will be prompted to arrange their doubtlessThe Earth's scattered knowledge in such a way that theySuddenly, he remembered it had to be spherical.


While our findings are more consistent with the hypothesis of crossdomain transfer than with these alternatives,Hypotheses, in many respects, the present study is constrained.The number of kids was tiny, and we did not have proper control.The group and the results do not allow us to distinguish the effectsExperience in virtual reality from the effects of theDialog bridging.


We are currently finalizing a follow-up phase.A research that discusses these constraints.
The cross-domain, besides its theoretical importance,transfer hypothesis might have practical significance. Yeah, it's acommonplace in educational debate the good instructionThe previous experience and knowledge of the learners should be connected toAbout experience.


This pedagogical tactic, however is unlikely toIn those cases in which the target subject is involved, be efficientMaterial clashes with the previous awareness of the studentsThe solution to this is to
Teach the new definition in a particular way and support the learnerShift it to the domain of the aim.Since several scientists have
ideas disagree with ideas derived from experience (e.g.,Inertia), the scenario of displacement has the potential to be aUseful instrument in the education of science.Recognizations

The work recorded here was partly funded by grants,Through Learning and Intelligent Systems #EIA 9720352Program to Thomas DeFanti and in part, via the #BCSS grant9907839 from the network for child learning and developmentTo the author of the first.The two funding programs are part of the structure of the Foundation of National Science (NSF).



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