Analyzing the Impact of Using Interactive Animations in Teaching

  • Robert Pinter Subotica Tech-College of Applied Sciences Serbia, 24000 Subotica, Marka Oreškovića 16
  • Dragica Radosav University of Novi Sad, Technical faculty "Mihajlo Pupin" Zrenjanin Serbia, 23000 Zrenjanin, Djure Djakovica bb
  • Sanja Maravić Čisar Subotica Tech-College of Applied Sciences Serbia, 24000 Subotica, Marka Oreškovića 16

Abstract

This study intends to measure the impact of interactive animations on the students’ performance. Two courses from Subotica Tech were included, the subjects “Analog and Digital Electronics” and “Microcontrollers”. The experiment lasted over a period of tree years, and it involved the formation of two groups in every academic. Both groups’ members participated in traditional frontal teaching, but the experimental group could use interactive Flash animations built from selected parts of those courses as supplementary tool. At the end of the semester, the exam marks were analyzed with a Two-Sample T-Test. The results show that learning with properly created interactive animations could have positive effects on most students’ academic performance.

References

[1] Sekular, R., and Blake, R., Perception, Second Ed., New York, McGraw-Hill, 1990

[2] Kraidy, U., Digital Media and Education: cognitive impact of information visualization. Journal f Educational Media, 27(3),95-106., 2002
http://dx.doi.org/10.1080/1358165020270302

[3] Richard E. Mayer, Systematic Thinking Fostered by Illustrations in Scientific Text, Journal f Educational Psychology, 1989, Vol. 81, NTo. 2, 240-246

[4] Mayer, R.E., Gallini, J.K., When is an illustration worth ten thousand words?, Journal of ducational Psychology, 1990, Vol. 82, No. 4,715-726

[5] Rieber, L.P., Computers, graphics, and learning. Madison, Wisconsin: Brown & Benchmark, 994

[6] Allan Paivio, Imagery and Verbal Processes, Lawrence erlbaum associates, publishers, Hillsdale, ew Jersey, 1979

[7] Paivio, A. Dual coding theory: retrospect and current status. Can. J. Psychol. 45,255 -287.
http://dx.doi.org/10.1037/h0084295

[8] Mayer, R.E., and Anderson, R.B., Animations need narrations: an experimental test of a ual-coding hypothesis. J. Educ. Psychol. 83,484-490
http://dx.doi.org/10.1037/0022-0663.83.4.484

[9] Goldstein, A., Chance, J., Hoisington, M., and Buescher, K., Recognition memory for pictures: ynamic vs. static stimuli. Bull. Psychonomic Soc. 20,37 -40

[10] Gordin, D.N., and Pea, R.D., Prospects for scientific visualization as an educational technology. . Learn. Sci. 4,249 -279.

[11] Brodie, K.W., Carpenter, L.A., Earnshaw, R.A., Gallop, J.R., Hubbold,R.J., Mumford, .M., Osland, C.D., and Quarendon, P.Scientific Visualization, Berlin: Springer-Verlag, 992.

[12] Rieber, L.P. Using animation in science instruction with young children. J. Ed. Psychol. 2,135 -140, 1990.
http://dx.doi.org/10.1037/0022-0663.82.1.135

[13] Phillip McClean, Christina Johnson, Roxanne Rogers, Lisa Daniels: Molecular and Cellular iology Animations: Development and Impact on Student Learning, Cell Biol Educ 4(2): 69-179 2005, DOI: 10.1187/cbe.04-07-047.

[14] Gabriela Moise, A Formal Description of the Systemic Theory based e-Learning, International ournal of Computers, Communications & Control, Vol. III (2008), No. 1, pp. 90-102

[15] R. Pinter, D. Radosav, S. Maravic Cisar,Interactive Animation in Developing e-Learning ontents, 33rd International Convention on Information and Communication Technology, lectronics and Microelectronics - MIPRO 2010, May 24 - 28, 2010, Opatija, Croatia, ISSN 847-3938, ISBN 978-953-233-054-0, pp. 251-254

[16] Pinter Robert, Sanja Maravic Cisar, The Application Of Flash Animation In The Developmnet f E-Learning, Simpozijum o racunarskim naukama i tehnologijama, Kopaonik, 0-14.03.2003, Serbia and Montenegro

[17] Jan L. Plass, Bruce D., Homer, Elizabeth O. Hayward: Design factors for educationally ffective animations and simulations, Journal of Computing in Higher Education, (2009) 1:31-61, DOI 10.1007/s12528-009-9011-x
http://dx.doi.org/10.1007/s12528-009-9011-x

[18] Moreno, R., & Mayer, R., Interactive multimodal learning environments: Special issue on nteractive learning environments: Contemporary issues and trends, Educational Psychology eview. Special Issue: Interactive Learning Environments: Contemporary Issues and Trends, 9(3), 309–326, 2007

[19] Moreno, R., Optimising learning from animations by minimising cognitive load: Cognitive nd affective consequences of signaling and segmentation methods, Applied Cognitive Psychology, 1,765–781, 2007.
http://dx.doi.org/10.1002/acp.1348

[20] Weiss, R. E., Knowlton, D. S., & Morrison, G. R., Principles for using animation in computerbased nstruction: Theoretical heuristics for effective design, Computers in Human Behavior, 8, 465–477, 2002.
http://dx.doi.org/10.1016/S0747-5632(01)00049-8

[21] Um, E., Song, H., & Plass, J. L., The effect of positive emotions on multimedia learning, aper presented at the World Conference on Educational Multimedia, Hypermedia & elecommunications (D-MEDIA 2007) in Vancouver, Canada, June 25–29, 2007.

[22] Maria D. A. Suarez, Cayetano G. Artal, Francisco M. T. Hernandez E-learning multimedia pplications: Towards an engineering of content creation Int. J. of Computers, Communications & Control, ISSN 1841-9836, E-ISSN 1841-9844, Vol. III (2008), No. 2, pp. 116-124

[23] Rieber, L. P., Effects of visual grouping strategies of computer-animated presentations on elective attention in science, Educational Technology Research and Development, 39, 5–15, 991.
http://dx.doi.org/10.1007/BF02296567

[24] Chen S., Macredie R.,Cognitive Styles and Hypermedia Navigation: Development of a Learning odel, Journal of the American Society for Information Science and Technology, 53(1):3 5, (2002)

[25] Richar F., Rebeca B.,Understanding Student Differences, Journal of Engineering Education, 4 (1), 57-72 (2005)
Published
2012-03-01
How to Cite
PINTER, Robert; RADOSAV, Dragica; ČISAR, Sanja Maravić. Analyzing the Impact of Using Interactive Animations in Teaching. INTERNATIONAL JOURNAL OF COMPUTERS COMMUNICATIONS & CONTROL, [S.l.], v. 7, n. 1, p. 147-162, mar. 2012. ISSN 1841-9844. Available at: <http://univagora.ro/jour/index.php/ijccc/article/view/1430>. Date accessed: 05 july 2020. doi: https://doi.org/10.15837/ijccc.2012.1.1430.

Keywords

distance education and telelearning, improving classroom teaching, interactive learning environments, simulations, media in education