The impact of students’ educational background, interest in learning, formal reasoning and visualisation abilities on gas context-based exercises achievements with submicro-animations

Pavlin, Jerneja; Glažar, Saša A.; Slapničar, Miha; Devetak, Iztok

doi:10.1039/c8rp00189h

Cited by 14 publications

(10 citation statements)

References 64 publications

(96 reference statements)

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“…Like Alemdag and Cagiltay's (2018) study, individual differences were examined as a new theme, even though that is one of the multimedia principles. Prior knowledge (Köseo glu et al, 2013;Kragten et al, 2015;O'Keefe et al, 2014), spatial ability (Boucheix et al, 2015;Chen et al, 2015;Kühl et al, 2018), age (Boucheix et al, 2015;Pavlin et al, 2019), and educational background (Pavlin et al, 2019) are the four sub-factors that shape individual differences.…”

Section: Individual Differencesmentioning

confidence: 99%

A systematic review ofeye‐tracking‐basedresearch on animated multimedia learning

Coşkun

Çağıltay

2021

Computer Assisted Learning

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Background: The most challenging task in eye-tracking-based multimedia research is to establish a relationship between eye-tracking metrics (or cognitive processes) and learners' performance scores. Additionally, there are current debates about the effectiveness of animations (or simulations) in promoting learning in multimedia settings.Objectives: As a result, the current study aimed to review eye tracking-based research on learners' cognitive processes in the animated/simulated multimedia learning domain.Method: For this purpose, fifty-seven (57) studies were systematically determined based on PRISMA guidelines, and they were synthesized. Results and Conclusions:The notable findings are that (1) most of the reviewed studies have tried to relate eye-tracking measures to at least one cognitive process (e.g., selecting, organizing, and integrating) which are assumed to take place during multimedia learning; (2) eye-tracking measurements show whether design features of animation are successful in directing learners' attention; (3) the success of animation in attention-guiding to the relevant parts may not have a positive impact on learning because individual differences (e.g., prior knowledge, spatial ability, or working capacity) and animation content are the other factors that directly affect the effectiveness of animation over learning. Implications:The current study implies that (i) use of signaling cues in animated multimedia settings diminish visual search and promote higher learning scores, (ii) giving users control over animations causes negative outcomes (e.g., missing micro or macro events); (iii) research on animated multimedia learning should be replicated with the participant group from K-12, special education (e.g., autistic children), and elders.

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Section: Individual Differencesmentioning

confidence: 99%

A systematic review ofeye‐tracking‐basedresearch on animated multimedia learning

Coşkun

Çağıltay

2021

Computer Assisted Learning

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“…Laboratory work and other practical work are, therefore, also essential in chemistry lessons (Tsaparlis, 2009), which can also be observed in primary and secondary school curricula, which are mainly based on activities at the macroscopic level, indicating that students need to understand chemistry as an experimental discipline (Wissiak Grm & Glažar, 2002). However, the macroscopic level of chemistry is an essential component for students to understand the submicroscopic (particulate) and symbolic levels of chemical concepts (Pavlin, Glažar, Slapničar, & Devetak, 2019). Practical work includes activities in which students handle substances and materials in order to carry out a certain chemical reaction or observe chemistry demonstrations (Hodson, 1990).…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Opinions about the Effect of Chemistry Demonstrations on Students’ Interest and Chemistry Knowledge

Vinko

Delaney

Devetak

2020

CEPSj

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Chemistry is an experimental discipline that uses experimentation as one of its most important research methods. Laboratory work and other practical work are therefore also essential in chemistry lessons. Chemistry demonstrations are used by teachers as an educational approach that can increase students’ interest in chemistry and motivate them to learn chemical concepts with understanding. However, if the students are actively involved in the chemistry demonstration, it can be just as effective as or even more effective than students’ learning through experiments. The purpose of this research is to examine teachers’ opinions about the impact of chemistry demonstrations on students’ interest and chemistry knowledge. Based on a quantitative research approach, 81 primary and secondary school teachers from different regions of Slovenia participated in this study. Participating teachers completed an online questionnaire on their perceptions of the impact of chemistry demonstrations on students’ interest and performance in chemistry classes and on the quality of students’ knowledge of chemistry. The results show that regardless of the years of teaching experience and the frequency of performing chemistry demonstrations, the participating teachers consider such demonstrations to have a positive effect on the motivation and performance of the students in chemistry and on the quality of the students’ knowledge of chemistry.

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“…Visualisation abilities are not statistically significantly correlated with students' success on items that comprise reading or drawing submicrorepresentations . A similar study was conducted by Pavlin, Glažar, Slapničar and Devetak (2019). The context-based gas exercise is indicated as being difficult for students.…”

Section: Submicrorepresentations Models and Animationsmentioning

confidence: 92%

Chemical Education Research in Slovenia after 1991: A Systematic Review

Devetak

Savec

2020

CEPSj

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During the last three decades, chemical education in Slovenia has developed mainly in two chemistry education research groups, one located at the University of Ljubljana and the other at the University of Maribor. The present study aims to identify research papers in the field of chemical education published between 1991 and 2019 through a database survey. From a total of 273 identified research papers in the field of chemical education, an analysis of the papers published in respected international and Slovenian journals and monographs revealed four main research fields: (1) Submicrorepresentations, Models and Animations, (2) Chemistry Teacher Education, (3) Experimental Work, and (4) Conceptions of Basic Chemical Concepts. For further analysis, only papers published in English in respected peer-reviewed international journals were used (N = 41). Based on citations in Web of Science or Scopus, it seems that papers published in the first field have the greatest impact on the international research community. Some research monographs published in Slovenian aim specifically at contributing to bridging the gap between chemical education research and classroom practice, but further actions are necessary to achieve this goal in the future.

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The impact of students’ educational background, interest in learning, formal reasoning and visualisation abilities on gas context-based exercises achievements with submicro-animations

Cited by 14 publications

References 64 publications

A systematic review ofeye‐tracking‐basedresearch on animated multimedia learning

A systematic review ofeye‐tracking‐basedresearch on animated multimedia learning

Teachers’ Opinions about the Effect of Chemistry Demonstrations on Students’ Interest and Chemistry Knowledge

Chemical Education Research in Slovenia after 1991: A Systematic Review

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