How to make a good animation: A grounded cognition model of how visual representation design affects the construction of abstract physics knowledge

Chen, Zhongzhou; Gladding, G.

doi:10.1103/physrevstper.10.010111

Cited by 26 publications

(13 citation statements)

References 49 publications

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“…The solutions were created and animated using Powerpoint graphics and animation, and were narrated and recorded using Jing. Solutions were designed with multimedia principles in mind [24]. Several screenshots of the final frame of some representative solutions have been included in the Supplemental Material [23].…”

Section: Methodsmentioning

confidence: 99%

Narrated animated solution videos in a mastery setting

Schroeder

Gladding

Gutmann

et al. 2015

Phys. Rev. ST Phys. Educ. Res.

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Narrated animated solution videos were implemented in a clinical study that compared a mastery setting that employed repeated cycles of testing with instructional support to a group that had a single opportunity to experience the materials. The mastery setting students attempted sequential questions sets on a topic, with animated solutions between each set, until mastery was achieved, combining formative assessment with worked examples. Students showed significant improvement from their first to second tries on similar sets of problems, attributable to the feedback and solutions they were given after the first try. These improvements were shown in two topics, superposition and electric potential. The single try group was given one version of the questions and solutions, and while they were not required to watch the solutions to move forward, they chose to. On a post-test including near and far transfer questions, no significant difference was seen between the mastery group and the single try group, but both significantly outperformed a control group that received no instructional support, indicating that students successfully transferred the skills from the solutions to the post-test.

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Section: Methodsmentioning

confidence: 99%

Narrated animated solution videos in a mastery setting

Schroeder

Gladding

Gutmann

et al. 2015

Phys. Rev. ST Phys. Educ. Res.

Self Cite

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“…The solutions were created and animated using Powerpoint graphics and animation, and were narrated and recorded using TechSmith's Jing recording software [30]. Solutions were designed with multimedia principles in mind, heavily influenced by the work of Mayer [19] and Chen [31]. Screenshots of the final frame of some representative solutions are included in the Appendix [32].…”

Section: Procedures and Materialsmentioning

confidence: 99%

Clinical study of student learning using mastery style versus immediate feedback online activities

Gladding

Gutmann

Schroeder

et al. 2015

Phys. Rev. ST Phys. Educ. Res.

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This paper is part of a series of studies to improve the efficacy of online physics homework activities by integrating narrated animated solutions with mastery inspired exercises. In a clinical study using first-and second-year university students, the mastery group attempted question sets in four levels, with animated solutions between each attempt, until mastery was achieved on each level. This combined elements of formative assessment, the worked example effect, and mastery learning. The homework group attempted questions with immediate feedback and unlimited tries. The two groups took a similar amount of time to complete the activity. The mastery group significantly outperformed the homework group on a free response post-test that required students to show their work in solving near and far transfer problems.

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“…While some studies have shown that virtual tools can be equally or more effective than physical tools, other studies show that sometimes physical tools are more appropriate. A tool's effectiveness depends on the alignment of its affordances and constraints with the learning goals of the activity [3,5].…”

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confidence: 99%

Multiple tools for visualizing equipotential surfaces: Optimizing for instructional goals

Gire¹,

Wangberg²,

Wangberg³

2018

2017 Physics Education Research Conference Proceedings

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Curriculum developers are interested in how to leverage various instructional tools -like whiteboards, Mathematica notebooks, and tangible models -to maximize learning. Instructional tools mediate student learning and different tools support learning differently. We are interested in understanding how the features of instructional tools influence student engagement during classroom activities and how to design activities to match tools with instructional goals. In this paper, we explore these questions by examining an instructional activity designed to help advanced undergraduate physics students understand and visualize the electrostatic potential. During the activity, students use three different tools: a whiteboard, a pre-programmed Mathematica notebook, and a 3D surface model of the electric potential. We discuss how the tools may be used to address the the instructional goals of the activity. We illustrate this discussion with examples from classroom video. I. RESEARCH QUESTIONS & METHODSedited by Ding, Traxler, and Cao; Peer-reviewed,

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How to make a good animation: A grounded cognition model of how visual representation design affects the construction of abstract physics knowledge

Cited by 26 publications

References 49 publications

Narrated animated solution videos in a mastery setting

Narrated animated solution videos in a mastery setting

Clinical study of student learning using mastery style versus immediate feedback online activities

Multiple tools for visualizing equipotential surfaces: Optimizing for instructional goals

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