Static and animated presentations in learning dynamic mechanical systems

Boucheix, Jean‐Michel; Schneider, E.

doi:10.1016/j.learninstruc.2008.03.004

Cited by 121 publications

(98 citation statements)

References 45 publications

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“…As Boucheix and Schneider (2009) state, the discontinuity of the movements in static visuals can increase cognitive demands, but, according to Rieber and Kini (1991), when learners use animated graphics, there is less need to make a mental image of the events being focused on. Hence, misunderstanding is reduced by the creation of false mental images, resulting in better processing of upcoming information.…”

Section: Discussionmentioning

confidence: 99%

“…For instance, Boucheix and Schneider (2009) investigated the presentation format on the comprehension of the functioning of a three-pulley system on a computer screen among 62 undergraduate students attended a compulsory Psychology course. The results of their experiment indicated that both animation and static frames could enhance the comprehension of the technical document concerning the functioning of the pulley mechanical system depending on the level of user-control and condition of presentation.…”

Section: Visualisationmentioning

confidence: 99%

See 1 more Smart Citation

Effects of Visualisation and Advance Organisers in Reading Multimedia-Based Texts

Roohani

Jafarpour²,

Zarei³

2015

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Section: Discussionmentioning

confidence: 99%

Section: Visualisationmentioning

confidence: 99%

Effects of Visualisation and Advance Organisers in Reading Multimedia-Based Texts

Roohani

Jafarpour²,

Zarei³

2015

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“…In a recent meta-analytic research paper which examined 42 studies on the use of animated visuals, it was found that the use of animated visulas did not facilitate learning (Anglin et al, 2004). The failure of the animations in the classroom can be attributed to the following factors: 1) Lack of interactivity (or user-control functions) (Tversky, Morrison, & Betrancourt, 2002) and 2) mediation by individual differences such as prior-knowledge and attitude (Boucheix & Schneider, 2008;Hegarty & Just, 1989;Mayer & Gallini, 1990;Schnotz & Grzondziel, 1999).…”

Section: Challenges Of Integrating Technology Into Statistics Classroommentioning

confidence: 99%

The impact of animation interactivity on novices’ learning of introductory statistics

Wang

Vaughn

Liu

2011

Computers & Education

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and their never-ending supports. This study was a one-way design where the independent variable was animation interactivity. In addition to a control group (Static Group) provided with only static materials, there were three groups with different levels of animation interactivity: 1) Animation with simple interactivity (Simple Animation Group), 2) animation with input vii manipulation (Input Group), and 3) animation with practice and feedback (Practice Group). A sample of 123 college students participated in the study and was randomly assigned into groups. They gathered in the computer lab to work with the animation program and then took online surveys and tests for evaluation. Students were expected to learn Principles of Hypothesis Testing (concepts of type I error, type II error and pvalue). The data collected in this study included 1) student learning attitudes, 2) achievement and confidence pre-test scores, 3) achievement and confidence post-test scores, and 4) program perception. Also, student manipulation of the animation program was recorded as Web log data. The data were analyzed by using multivariate analysis (MANOVA), univariate analysis (ANOVA), regression analysis, regression tree analysis and case analysis.The findings were as follows: 1) Animation interactivity impacted students' improvement in understanding (p=.006) and lower-level applying (p=.042), 2) animation interactivity did not impact student confidence and program perception, 3) the regression analysis indicated that student prior knowledge and interest were the most important predictors on student achievement post-test scores instead of program manipulation, and 4) the regression tree showed that there were interactions among student interest, prior knowledge, and program manipulation on the achievement post-test scores. The case analysis showed that not all students manipulated the interactive animation program as expected due to a lack of motivation and cognitive skills, and this could decrease the effect of the interactive animation. This study hoped to broaden theories on interactive learning and serve as a reference for future statistics curriculum designers and textbook publishers.viii He asked students to first clarify the definition of the type I and type II error, and then look for clues in the question for computation. The type I and type II error problems are difficult for most novice learners. But with the concrete examples of "bags," "boxes," List of Tablesor "envelopes," statistics was no longer as difficult for me. This particular teaching method is valuable for use in all introductory-level classes. 3I believe this struggle with learning statistics is not limited to myself, but is common to many other students. As a result, I created an online animated program based on my instructor's teaching method in order to help learners who also struggle with learning type I error, type II error and the p-value. This online animation was created to popularize this particular teaching method. To benefit learners with different ...

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“…They are the key frames taken from the animation and every four of these frames are deployed in one page. Boucheix et al (2009) [5] made comparisons between integrated sequential static frame presentation and sequential independent static frame presentation and they found integrated presentation is better. They thought integrated-sequential-static-frame presentation allowed direct visual comparisons between the micro-steps of the dynamic mechanical system, produced an improvement in the functional mental model.There are two reasons that may explain why user-control animation can facilitate transfer.…”

Section: Discussionmentioning

confidence: 99%