Using systematic animation to teach dynamic science concepts

• Published in: Learning by Effective Utilization of Technologies: Facilitating Intercultural Understanding, Proceeding of the 14th International Conference on Computers in Education, ICCE 2006
• Main Author: Talib O.; Azhar S.C.; Abdullah N.
• Format: Conference paper
• Language: English
• Published: 2006
• Online Access: https://www.scopus.com/inward/record.uri?eid=2-s2.0-84857465005&partnerID=40&md5=1cc46c5407065f1b50fc239416cec775

It is argued that such animations should gradually facilitate students' comprehension in stages before they could construct complete mental model of the concepts being explained. Subjects were randomly assigned to an experimental group (N=45) and a control group (N=40). The experimental group received lessons through teacher's explanation using systematic step-by-step animation whilst the control group received lessons primarily based on teacher's explanation using prepared transparencies. The pre-test and post-test analyses revealed that students in the experimental group demonstrated better conceptual understanding compared to those in the control group, thus showing evidence of their stronger conceptual understanding in comparison to the students in the control group.