The Effects of an Animation-Based On-Line Learning Environment on Transfer of Knowledge and on Motivation for Science and Technology Learning

Abstract

The study described here is among the first of its kind to investigate systematically the effect of learning with integrated animations on transfer of knowledge and on motivation to learn science and technology. Four hundred eighteen 5th and 7th grade students across Israel participated in a study. Students in the experimental group participated at least once a week in science and technology lessons that integrated the animation environment. The experiment was continued for 2 to 3 months. The findings showed a significant impact of animation-based on-line learning environment on transfer of knowledge and on learning motivation. Additionally, the findings showed that students changed their perception of science and technology learning as a result of teaching and learning with integrated animations. Students perceived themselves as playing a more central role in classroom interactions, felt greater interest in learning, and emphasized more the use of technology and experiments during lessons.

Development of an Instructional Material for an Enriched Book Relating to "Interactions between Chemical Types" Unit in The Ninth Grade Chemistry Curriculum and Investigation Its Effects

“…Bu sonucun, hazırlanan öğretim materyalinin hareketli animasyonlardan oluşması, okullarında yapma imkânı bulamadıkları deneyleri elektronik ortamda yapma imkânı bulmaları, bölüm sonunda öğretici oyun olması ve derslerin videolarla desteklenmesi, derse yönelik anlamada zorlandıkları kavramları daha eğlenceli şekilde kavramalarına yardımcı olması ve öğrencilerin sınıf içerisinde daha aktif rol oynamasından kaynaklandığı söylenebilir (Rosen, 2009;Soika, Reiska ve Mikser, 2010;Tüysüz, 2010;Leal ve Leal, 2011;Bayrakçı ve Demirbaş, 2011;Barak, Ashkar ve Dori, 2011;Akıncı vd., 2012).…”

Computer-based Assessment of Collaborative Problem Solving: Exploring the Feasibility of Human-to-Agent Approach

“…Participants reported the degree of their agreement with each item on a four-point Likert scale (1=strongly disagree, 4=strongly agree). The items were adopted from motivation questionnaires used in previous studies, and included: BI felt interested in the task^; BThe task was fun^; BThe task was attractive^; BI continued to work on this task out of curiosity^ (Rosen 2009;Rosen and Beck-Hill 2012). The internal reliability (Cronbach's Alpha) of the questionnaire was .85.…”

3D Animation for Transferring Technology to the Community in Rural

“…Due to words and pictures are working simultaneously in memory hence learners are better able to make mental connections between them [11]. On line learning based an animation significantly increases an ability to construct and adapt to scientific and technological knowledge as well as the motivation for learning science and technology [12]. 3D animation becomes tool of choice to convey information for people, who illiterate or difficulty in understanding written information [13].…”

“…3D animation also is employed as a tool for understanding manuals [24], analyzing the sport event [25] and documenting the ancient art [26]. Animation has been studied as a tool for transferring knowledge to student [12] and cross generation [27]. However there is a lack of research, which analyzing animation as a tool for transferring technology to the community.…”