The Impact of Virtual Simulations, Communication and Peer Reviewing on Spatial Intelligence and Mathematical Achievements

• Main Author: Esther Zaretsky
• Format: Article
• Language: English
• Published: International Institute of Informatics and Cybernetics 2011-12-01
• Series: Journal of Systemics, Cybernetics and Informatics
• Subjects: Spatial Intelligence; Innovative Technologies; mathematics; Simulations; Computer; Manipulations; Virtual Reality And Visualization
• Online Access: http://www.iiisci.org/Journal/CV$/sci/pdfs/RO236NO.pdf

The research is aimed at enabling special education pupils to use computers in everyday life, and improving spatial intelligence and mathematical achievements through computers. The method of training focuses on enabling pupils to create computer simulations, communicate by electronic mail while evaluating each other’s products and navigate Internet sites. The creation of such simulations is based on manipulations of the virtual environment similar to the real world as much as possible in order to utilize the unique characteristics of the computer such as spatial visualization. The researcher taught the teachers the basics of the use of computer and trained them how to use the method in their classroom. Then the teachers used the method with their special education pupils in accordance with their cognitive and motor abilities. The objects were taken from the pupils’ everyday environment. The teachers trained the pupils in pairs. Such procedures were held among different populations. The teachers improved their mastery of computers. In spite of their lack of experience before the experiment, they built high-level PowerPoint presentations and used them with their pupils in the classroom including even virtual simulations. They sent their products by Electronic mail (E-Mail) for the peer reviewing process and navigated relevant Internet sites. The teachers reported pupils’ high motivation and their success in the various virtual activities. As a result, the spatial intelligence and mathematical achievements of the pupils were improved. The teacher-pupil interaction and the social relationships between the pupils were also improved.