An Emerging Technology and Pedagogical Tool: Text-to-Movie

Kourik, Janet L.

doi:10.28945/1673

Cited by 2 publications

(3 citation statements)

References 7 publications

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“…Circling a 10 indicates that video provided significant value to your understanding of the case.” The median score was 8.0 ( n = 50) where 1 = no value for my learning and 10 = s ignificant value , suggesting students perceived significant learning value. That these students found Xtranormal valuable is consistent with field studies of Xtranormal in information systems courses (Kourik, ) and controlled experiments using Xtranormal with participants from courses in computational linguistics (Stoyanchev, Piwek, and Prendinger, ).…”

Section: Observations From Using the Technologysupporting

confidence: 75%

“…Instructors who also want to cater to learners who favor reading may provide students a text‐based hard copy of the actor's dialog either as a pre‐read or just before showing the video in class. In this way, the pedagogical tool can meet the learning preferences of most students and diversify the learning experience of students (Pintrich, ), which may explain why students appear to find Xtranormal videos an engaging and effective tool for learning (Kourik, ; Stoyanchev, Piwek, and Prendinger, ).…”

Section: Assessing the Effectiveness Of This Instructional Methodsmentioning

confidence: 99%

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Modeling Accounting Workplace Interactions with Text‐to‐Video Animation

Phillips

Sheehan

2013

Accounting Perspectives

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This article describes a new pedagogical tool, text-to-video animation software, that accounting instructors can adopt to easily generate quality videos that address a variety of accounting learning objectives. Although this tool can be used to enhance traditional pedagogical methods, such as case analysis and discussion, it can also be used to address accounting learning objectives not currently addressed by traditional pedagogical methods. This article outlines the benefits of adopting and using this tool in financial and managerial accounting courses, and encourages further study of its effectiveness.

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Section: Observations From Using the Technologysupporting

confidence: 75%

Section: Assessing the Effectiveness Of This Instructional Methodsmentioning

confidence: 99%

Modeling Accounting Workplace Interactions with Text‐to‐Video Animation

Phillips

Sheehan

2013

Accounting Perspectives

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“…Animation creation platforms usually have several procedures such as coding or detailed control on movements of objects or characters (Kourik, 2012). However, with current improvements in technology easier animation creation tools, like GoAnimate have been developed.…”

Section: Introductionmentioning

confidence: 99%

Investigation of Pre-Service Science Teachers’ Opinions about Using GoAnimate to Create Animated Videos Fen Bilgisi Öğretmen Adaylarının Animasyon Oluşturmada GoAnimate Kullanımına İlişkin Görüşlerinin İncelenmesi

Kapucu¹,

Eren²,

Avcı³

2014

TOJQI

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This study aims to investigate the process of animated video creation by pre-service science teachers and analyze their opinions about how this technology can be used for science instruction. Fifteen pre-service science teachers participated in this study. During the study, students learned how to prepare animated videos using GoAnimate program, then they were required to prepare their own animations related to their middle school science subjects. This research is designed as a qualitative case study. Sample of the study was selected using criterion and easily accessible sampling methods to determine the participants. The data was collected through the face-to-face individual interviews. A semi-structured interview form that contains the questions related with the animated video creation process and pre-service teachers' opinions about this technology has been prepared by the researchers. The duration of the interviews was around 15 minutes. Content analysis was used for the data analysis. According to the findings: the pre-service science teachers who participated in the study did not have any prior experience with animation technology, they had some difficulties to use this technology for the first time; most of them stated that animated videos would be engaging and could be endearing, but they had concerns about that students would be more interested in visuals instead of deeper understanding; they perceived animated videos being more helpful for middle school level and also suggested GoAnimate should have more characters available for science animations. In line with the research findings, several suggestions were given for the use of visual materials in science education.

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An Emerging Technology and Pedagogical Tool: Text-to-Movie

Cited by 2 publications

References 7 publications

Modeling Accounting Workplace Interactions with Text‐to‐Video Animation

Modeling Accounting Workplace Interactions with Text‐to‐Video Animation

Investigation of Pre-Service Science Teachers’ Opinions about Using GoAnimate to Create Animated Videos Fen Bilgisi Öğretmen Adaylarının Animasyon Oluşturmada GoAnimate Kullanımına İlişkin Görüşlerinin İncelenmesi

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