Spatial Cognition in the Virtual Environment

Abstract
Spatial processing skills are an important component in cognitive development. It has been shown that there are many students who, because of their perceptual differences could use assistance in developing spatial concepts and relationships through experience in multi-perceptual alternative learning environments. Virtual reality has potential as a setting for multi-perceptual, experiential learning. This study evaluates the effect of designing and experiencing a virtual world as a spatial processing skill enhancement method, and as an aid to cognitive development. A group of ten 12-14 year-old, neurologically impaired children took part in an intensive, week-long virtual reality class at the end of their regular summer school program. These children were selected because all had difficulty in spatial processing that effected their academic performance as well as their day-to-day lives. All were pre-tested for spatial processing ability using the Inventory of Piaget's Developmental Tasks (IPDT). During the class, 3-D design software was used to develop "puzzle pieces", that were combined into a cohesive whole at the end of the week. The resulting "Puzzle World" was experienced by each of the children at the conclusion of the class, after which eight of the ten were again tested on the IPDT. In addition to the post-test, personal interviews were conducted.

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