Animations as a tool for enhancing teaching and learning outcomes in Civil Engineering courses

Aravinthan, Vasantha; Worden, John

doi:10.1109/fie.2010.5673337

Cited by 6 publications

(3 citation statements)

References 1 publication

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“…The study has revealed that "animations can serve as effective multimedia tools to engage students while facilitating and enhancing the student learning experience by explaining difficult concepts through visual means instead of the traditional way of heavy textual based presentation" [22]. This conclusion comes from the fact that 67% of respondents indicated that animations and simulations in courses enabled them to grasp difficult concepts more easily.…”

Section: Discussion and Lesson Learntmentioning

confidence: 94%

Developing and using animations and simulations to teach computer science courses: The case of University of Dar Es Salaam

Mtebe

Twaakyondo

2012

2012 International Conference on E-Learning and E-Technologies in Education (ICEEE)

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Concepts in computer science courses are among the most complicated to teach in developing countries institutions. This is because majority of developing countries' institutions are faced with large class sizes while teaching facilities are few. Although several solutions have been proposed to alleviate these problems such as increasing student-computer ratio, improving teaching pedagogy and increasing number of teaching staff, the problem still exist. Therefore we conducted a pilot study at UDSM determine if the use of animations and simulations can enable students to learn difficult concepts and master course contents. The study has revealed that 67% of respondents (of 108 students) indicated that animations and simulations in courses enabled them to grasp difficult concepts more easily. The study also found that the process of developing animations and simulations improves the quality of course design. However, it is essential that the pedagogical and instructional design principles be incorporated in the whole process of course development to realize the benefit and usefulness of the developed animations.

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Section: Discussion and Lesson Learntmentioning

confidence: 94%

Developing and using animations and simulations to teach computer science courses: The case of University of Dar Es Salaam

Mtebe

Twaakyondo

2012

2012 International Conference on E-Learning and E-Technologies in Education (ICEEE)

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“…To help increase the attention span in the STEM classroom, Felder and co-workers have been some of the biggest enthusiasts of the implementation of active learning strategies and methods in large classes and in how to incorporate them without sacrificing content coverage (Felder, 1997;. Some of these approaches may be implemented in what could be seen as interactive lecturetype classes, encompassing strategies and methods such as quizzes (Aravinthan & Aravinthan, 2010;Bell, 1997;Cohen & Sasson, 2016;Cox & Clark, 1998), Minute Paper (Domokos & Huey, 2021;Levin-Banchik, 2022;Weaver & Cotrell, 1985), and Think-Pair-Share (Gok, 2018;Kaddoura, 2013;Lyman, 1981). Additionally, this study considers the following strategies and methods, which are described in detail in Table 5 of Appendix 1: Team-Based Learning (Leupen, 2020;Michaelsen & Sweet, 2008), Flipped Classroom (al Mamun et al, 2022Lage et al, 2000), Peer Instruction (Mazur, 2013;Tullis & Goldstone, 2020), Gamification/Game-Based Learning (Kapp, 2012;Patil & Kumbhar, 2021), Case…”

Section: Active Learning Approachesmentioning

confidence: 99%

Mapping the implementation of active learning approaches in a school of engineering – the positive effect of teacher training

Lima,

Villas-Boas,

Soares

et al. 2024

European Journal of Engineering Education

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This study aims to propose a method for mapping the implementation of active learning approaches by quantifying engineering teachers' self-perception. It also seeks to examine the correlations between the implementation of active learning approaches and training, as well as publications focused on active learning. To conduct the study, active learning concepts were defined, and a set of approaches were selected for consideration in the survey. A questionnaire was developed to collect data, which was completed by teachers of 246 courses from 14 engineering programs within a school of engineering. The findings revealed that only 11% of the courses studied did not implement any active learning approach. Project-Based Learning emerged as the most implemented approach, which aligns with the context of the engineering school. Additionally, positive correlations were found between training and the implementation of active learning approaches. This work makes contributions both to the theory, as it presents a way for measuring the perceived implementation of active learning approaches and the correlation with training and publications, and for institutional policy, as it shows the importance of training for that same implementation.

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“…This is supported by research on interpolated testing in which a lecture is punctuated by testing events—a protocol demonstrated to improve student performance (Szpunar et al, 2014). Research offering online quizzes to students as a learning tool demonstrated that when students were left to their own devices, frequency of quiz attempts tended to occur in massed fashion prior to an examination (Aravinthan & Aravinthan, 2010), suggesting that spacing protocols in classroom environments may require some level of instructor enforcement (e.g., Trumbo et al, 2016). It is not clear if students with relatively low WMC self-monitored and adjusted the spacing of their quiz attempts in order to account for their cognitive abilities.…”

Section: Limitations/moderators Relating To Student Characteristicsmentioning

confidence: 99%

Is the testing effect ready to be put to work? Evidence from the laboratory to the classroom.

Trumbo¹,

McDaniel²,

Hodge³

et al. 2021

Translational Issues in Psychological Science

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The testing effect refers to the benefits to retention that result from structuring learning activities in the form of a test. As educators consider implementing test-enhanced learning paradigms in real classroom environments, we think it is critical to consider how an array of factors affecting test-enhanced learning in laboratory studies bear on test-enhanced learning in real-world classroom environments. This review discusses the degree to which test feedback, test format (of formative tests), number of tests, level of the test questions, timing of tests (relative to initial learning), and retention duration have import for testing effects in ecologically valid contexts (e.g., classroom studies). Attention is also devoted to characteristics of much laboratory testing-effect research that may limit translation to classroom environments, such as the complexity of the material being learned, the value of the testing effect relative to other generative learning activities in classrooms, an educational orientation that favors criterial tests focused on transfer of learning, and online instructional modalities. We consider how student-centric variables present in the classroom (e.g., cognitive abilities, motivation) may have bearing on the effects of testing-effect techniques implemented in the classroom. We conclude that the testing effect is a robust phenomenon that benefits a wide variety of learners in a broad array of learning domains. Still, studies are needed to compare the benefit of testing to other learning strategies, to further characterize how individual differences relate to testing benefits, and to examine whether testing benefits learners at advanced levels.

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Animations as a tool for enhancing teaching and learning outcomes in Civil Engineering courses

Cited by 6 publications

References 1 publication

Developing and using animations and simulations to teach computer science courses: The case of University of Dar Es Salaam

Developing and using animations and simulations to teach computer science courses: The case of University of Dar Es Salaam

Mapping the implementation of active learning approaches in a school of engineering – the positive effect of teacher training

Is the testing effect ready to be put to work? Evidence from the laboratory to the classroom.

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