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Journal articles on the topic 'Animation courses'
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Esponda-Argüero, Margarita. "Techniques for Visualizing Data Structures in Algorithmic Animations." Information Visualization 9, no. 1 (January 29, 2009): 31–46. http://dx.doi.org/10.1057/ivs.2008.26.
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This paper deals with techniques for the design and production of appealing algorithmic animations and their use in computer science education. A good visual animation is both a technical artifact and a work of art that can greatly enhance the understanding of an algorithm's workings. In the first part of the paper, I show that awareness of the composition principles used by other animators and visual artists can help programmers to create better algorithmic animations. The second part shows how to incorporate those ideas in novel animation systems, which represent data structures in a visually intuitive manner. The animations described in this paper have been implemented and used in the classroom for courses at university level.
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Puspitasari, Dyah Gayatri, and James Darmawan. "Modifikasi Pembelajaran Desain Dasar (Nirmana) bagi Program Studi Animasi." Humaniora 5, no. 2 (October 30, 2014): 685. http://dx.doi.org/10.21512/humaniora.v5i2.3124.
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Nirmana (basic design) is a compulsory major for School of Design-Binus University student. Basically, nirmana related with perception of the sight sense (visual) through organizing sensation components which has related pattern or similarity so that becomes one unity that can be appreciated. Nirmana course prepares the student to have sharpness and sensitivity to visual elements that is the core of the disciplines from art and design, along with its branches. In practice, curriculum Nirmana may not necessarily be applied to all courses. On course of study animation, adjustment is needed, and even some modification to achieve the purpose of learning that is based on the vision course of study. This course study of animation has unique characteristics and slightly different content from other courses, where visual is not the only aspect, but inherent with motion, audio and storytelling. This research aims to discuss the formulation of learning strategies for Animation Courses so it can run optimally.
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Willis, Siloa, Robert J. Stern, Jeffrey Ryan, and Christy Bebeau. "Exploring Best Practices in Geoscience Education: Adapting a Video/Animation on Continental Rifting for Upper-Division Students to a Lower-Division Audience." Geosciences 11, no. 3 (March 18, 2021): 140. http://dx.doi.org/10.3390/geosciences11030140.
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Well-crafted and scientifically accurate videos and animations can be effective ways to teach dynamic Earth processes such as continental rifting, both in live course offerings as well as in online settings. However, a quick search of the internet reveals too few high-quality videos/animations describing deep Earth processes. We have modified a hybrid 10.5 min video/animation about continental rifting and the formation of new oceans and passive continental margins created for an upper-division geology audience, retailoring it for a lower-division geology audience. A key challenge in successfully modifying such resources is aligning the cognitive load that the video/animation imposes on students, in part related to the technical geoscientific jargon used in explaining such phenomena, with that which they encounter on these topics in their textbooks and classrooms. We used expert feedback obtained at a 2019 GeoPRISMS (Geodynamic Processes at Rifting and Subducting Margins) workshop in San Antonio to ensure the accuracy of the science content of the upper-division video. We followed this with a review of the terminology and language used in the video/animation, seeking to align the video narrative with the technical language used in introductory geology offerings, which we based on examining five current introductory geology textbooks and feedback from students in introductory geoscience courses. The revised introductory-level video/animation was piloted in an online introductory course, where it provided an improved conceptual understanding of the related processes of continental rifting, opening new oceans, and formation of passive continental margins.
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Min, Zhang. "Self learning mode of flash animation course under open studio mode." E3S Web of Conferences 189 (2020): 03008. http://dx.doi.org/10.1051/e3sconf/202018903008.
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In order to further develop the self-learning mode of flash animation course under the open studio mode, it is necessary to reform the courses. Under the open studio mode, the reform of self-learning mode of flash animation course needs to be carried out under the premise of a comprehensive understanding of the purpose and goal of education. Flash animation course, as a course with strong application and operation, focuses on training students’ practical design and operation ability. It is a course suitable for teachers to guide students’ learning process. Under the open studio mode, the reform of self-learning mode of flash animation course must put forward higher requirements for teachers and learners in order to promote the development of education.
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Bussey, Thomas J., and MaryKay Orgill. "What do biochemistry students pay attention to in external representations of protein translation? The case of the Shine–Dalgarno sequence." Chemistry Education Research and Practice 16, no. 4 (2015): 714–30. http://dx.doi.org/10.1039/c5rp00001g.
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Biochemistry instructors often use external representations—ranging from static diagrams to dynamic animations and from simplistic, stylized illustrations to more complex, realistic presentations—to help their students visualize abstract cellular and molecular processes, mechanisms, and components. However, relatively little is known about how students use and interpret external representations in biochemistry courses. In the current study, variation theory was used to explore the potential for student learning about protein translation from a stylized, dynamic animation. The results of this study indicate that students learned from this animation, in that they noticed many critical features of the animation and integrated those features into their understandings of protein translation. However, many students also focused on a particular feature of the animation, the Shine–Dalgarno sequence, that their instructors did not feel was critical to promote an overall understanding of this metabolic process. Student attention was focused on this feature because of the design of the animation, which cued students to notice this feature by significantly varying the appearance of the Shine–Dalgarno sequence.
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Spinillo, Carla Galvão, Ana Emília Figueiredo de Oliveira, Katherine Marjorie, Camila Lima, Larissa Ugaya Mazza, Luana Oliveira, and Ivana Figueiredo de Oliveira Aquino. "Designing animated pictorial instructions: A methodology proposed for the Open University of the Unified Health System in Brazil (UNA-SUS/UFMA)." European Journal of Teaching and Education 2, no. 4 (December 30, 2020): 42–51. http://dx.doi.org/10.33422/ejte.v2i4.525.
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Animated pictorial instructions are effective resources for learning medical content (e.g., surgical procedures). Considering this, the Open University of the Unified Health System of the Federal University of Maranhão (UNA-SUS/UFMA) in Brazil employs animation in their distance learning courses. From 2009 to the present the UNA-SUS/UFMA has offered 48 e-courses to health professionals, reaching around 470,000 enrolments. The development of animated instructions at UNA-SUS/UFMA considers medical and pedagogical knowledge only, lacking information design expertise to reach communication effectiveness. Thus, a design methodology was proposed based on: (a) the results of an analytical study of 100 medical animations; (b) the outcomes of a context analysis of the UNA-SUS/UFMA design process through interviews with the heads of the educational production departments; and (c) the results of an online questionnaire with 1,735 health professionals. The methodology consists of three phases: (1) Structuring: identification and arrangement of different contents (introductory content, inventory information, steps, warnings), resulting in an animation script; (2) Representation: definition of the animation graphic appearance and technological resources (e.g., pictorial style, camera framing, interaction cues), resulting in a visual storyboard or mock-up/prototype that can be tested with users (e.g., comprehension, usability tests); and (3) Finalization: programming and production of the animation. For each phase, instruments/protocols were developed to aid decision-making (form, guidelines and checklist). To evaluate the methodology, a focus group was conducted with the animation stakeholders/developers of the UNA-SUS/UFMA. The results were positive, but suggestions were made to improve the decision-making instruments, which were considered in the methodology final design.
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Schweitzer, Dino, and Tom Appolloni. "Integrating introductory courses in computer graphics and animation." ACM SIGCSE Bulletin 27, no. 1 (March 15, 1995): 186–90. http://dx.doi.org/10.1145/199691.199773.
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Ma, Ben. "Animation Production Teaching Model based on Design-Oriented Learning." International Journal of Emerging Technologies in Learning (iJET) 13, no. 08 (August 30, 2018): 172. http://dx.doi.org/10.3991/ijet.v13i08.9049.
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The course of two-dimensional animation production focuses on practice. In teaching, more attention should be paid to cultivation of students’ innovation ability, team cooperation ability and similar prior education goals. With the promotion of paperless animation design courses, the animation production process should include the knowledge points in teaching. With this regard, taking the advantages of Flash software, an animation teaching model based on design-oriented learning was constructed in this study relying on design-oriented learning theory in animation production teaching, and taking project-oriented learning and empirical learning theory as guidelines. Meanwhile, comparison was made with the traditional teaching methods that only emphasize the presentation and transmission of knowledge. The research results show that using Flash software with design-oriented animation production teaching model makes it easier for students to accept knowledge when compared with the traditional PPT teaching model. It cannot only fully mobilize the learners’ enthusiasm, initiative and independent innovation, but also promote the students’ ability to study independently and constantly throughout their life. The Flash teaching platform adopted in the teaching process facilitates teacher-student interaction, team communication, and resource sharing, and is an effective assistant in the multimedia teaching process.
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Amador, Julie M., Anne Estapa, Zandra de Araujo, Karl W. Kosko, and Tracy L. Weston. "Eliciting and Analyzing Preservice Teachers' Mathematical Noticing." Mathematics Teacher Educator 5, no. 2 (March 2017): 158–77. http://dx.doi.org/10.5951/mathteaceduc.5.2.0158.
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In an effort to elicit elementary preservice teachers' mathematical noticing, mathematics teacher educators at 6 universities designed and implemented a 3-step task that used video, writing, and animation. The intent of the task was to elicit preservice teachers' mathematical noticing–that is, noticing specific to mathematics content and how students reason about content. Preservice teachers communicated their noticing through both written accounts and selfcreated animations. Findings showed that the specific city of mathematical noticing differed with the medium used and that preservice teachers focused on different mathematical content across the methods sections, illuminating the importance for mathematics teacher educators understanding of the noticing practices of the preservice teachers with whom they work. This report includes implications for using the task in methods courses and modifying course instruction to develop noticing following task implementation.
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Sin, Nazirah Mat, and Mohammed Awadh M. Al-Asmari. "Students’ Perception on Blending Instructional 3D Animation in Engineering Courses." International Journal of Information and Education Technology 8, no. 5 (2018): 358–61. http://dx.doi.org/10.18178/ijiet.2018.8.5.1063.
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Ussiph, Najim, and Hamidu Kwame Seidu. "The Impact of using 3D Interactive Animation Tool in Teaching Computer Programming at the Senior High School Level." Circulation in Computer Science 3, no. 2 (March 31, 2018): 18–28. http://dx.doi.org/10.22632/ccs-2018-252-78.
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A quasi experiment with interview was adopted to study the aptness of using 3D animations as an instructional method to introduce programming concepts to students at the Senior High School level. This research work was conducted with 100 students of Akroso Senior High School in the Birim central municipality of the eastern region of Ghana who were generally programming novice. Programming concepts considered included programming environments, loops, functions sequential and conditional execution of programs. A paired t-test carried out on the results of the performance test presents a p-value of 0.008 indicative of a numerically significant difference between the mean marks of participants during the experiments that used 3D animation method as against the experiments that used the text base method. Results from the interview showed that the instructional method used had impact on the performance of the learners. The use of 3D animation method presented programming concepts in a form that the learners can understand, motivates them to pursue programming related courses at a higher level and also impacts positively on their performance.
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Sanna, Andrea, and Fabrizio Valpreda. "An Assessment of the Impact of a Collaborative Didactic Approach and Students' Background in Teaching Computer Animation." International Journal of Information and Communication Technology Education 13, no. 4 (October 2017): 1–16. http://dx.doi.org/10.4018/ijicte.2017100101.
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The purpose of this study was to compare different students' backgrounds and two different didactic methodologies to profitably teach computer animation in Italian schools of design and engineering. Teachers and instructors have long been engaged in discussions to define effective curricula for teaching computer animation. Various multidisciplinary and collaborative methodologies have been proposed. This manuscript assesses both the impact of a collaborative teaching approach and the curriculum. Two equivalent learning paths are compared; both of them encompass courses of photography, storytelling and computer animation and require prerequisites in 3D modeling and rendering. The learning path of the “Systemic Design” degree is taught by the collaborative Open Space Technology (OST) approach, whereas the path of “Cinema and Media Engineering” is taught more conventionally (independent courses). The results clearly show how effective teaching methodologies cannot completely compensate for a nontechnical background; on the other hand, as expected, students appreciate and can take advantage of collaborative forms of teaching.
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Goff, Eric E., Katie M. Reindl, Christina Johnson, Phillip McClean, Erika G. Offerdahl, Noah L. Schroeder, and Alan R. White. "Efficacy of a Meiosis Learning Module Developed for the Virtual Cell Animation Collection." CBE—Life Sciences Education 16, no. 1 (March 2017): ar9. http://dx.doi.org/10.1187/cbe.16-03-0141.
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Recent reports calling for change in undergraduate biology education have resulted in the redesign of many introductory biology courses. Reports on one common change to course structure, the active-learning environment, have placed an emphasis on student preparation, noting that the positive outcomes of active learning in the classroom depend greatly on how well the student prepares before class. As a possible preparatory resource, we test the efficacy of a learning module developed for the Virtual Cell Animation Collection. This module presents the concepts of meiosis in an interactive, dynamic environment that has previously been shown to facilitate learning in introductory biology students. Participants (n = 534) were enrolled in an introductory biology course and were presented the concepts of meiosis in one of two treatments: the interactive-learning module or a traditional lecture session. Analysis of student achievement shows that students who viewed the learning module as their only means of conceptual presentation scored significantly higher (d = 0.40, p < 0.001) than students who only attended a traditional lecture on the topic. Our results show the animation-based learning module effectively conveyed meiosis conceptual understanding, which suggests that it may facilitate student learning outside the classroom. Moreover, these results have implications for instructors seeking to expand their arsenal of tools for “flipping” undergraduate biology courses.
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Curch, Lisa M. "Using Prime-Time Animation to Engage Students in Courses on Aging." Gerontology & Geriatrics Education 31, no. 4 (November 30, 2010): 361–82. http://dx.doi.org/10.1080/02701960.2010.528276.
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Liu, Lianlian, and Yongjun Wang. "Innovation and Entrepreneurship Practice Education Mode of Animation Digital Media Major Based on Intelligent Information Collection." Mobile Information Systems 2021 (September 2, 2021): 1–11. http://dx.doi.org/10.1155/2021/3787018.
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With the rapid development of new media, it has also promoted the transformation of animation expression. One is the change of publishing media, which makes the dissemination of online media work faster and more convenient; the other is the order of magnitude change and the diversity of publishing channels and communication. The choice has contributed to a geometric increase in the number of works published. According to the flow of the new media animation production process, design and establish the classroom situation of animation studios, introduce “work” into the classroom, integrate occupations into studies, highlight occupations in studies, and strengthen professional concepts in the courses, in the form of animation studios, combined with animation companies. The production process and assessment standards effectively organize students to actively master animation theory knowledge and production technology; these experiences can accumulate effective and valuable experience for students’ career development. This article mainly introduces the research on the innovative and entrepreneurial practice education model of animation digital media major based on intelligent information collection and intends to provide some ideas and directions for the innovation and entrepreneurship practice education model reform of animation digital media major. This article proposes a studio-based animation digital media professional innovation and entrepreneurship practice education model research methods, used for studio-based animation research and experiment on innovation and entrepreneurship practice education mode of digital media major. The experimental results of this paper show that the Cronbach’s α coefficients of the questionnaire are all greater than 0.8, indicating that the survey content of the questionnaire is more authentic and highly reliable.
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Zheng, Yingying. "Design and Implementation of Webpage Addition Technology in Aerobics Courses." International Journal of Emerging Technologies in Learning (iJET) 11, no. 09 (September 29, 2016): 25. http://dx.doi.org/10.3991/ijet.v11i09.6118.
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The rapid development of modern information technology facilitates the reform and innovation of college teaching. A series of technologies, including webpage addition technology, can meet the requirement of aerobics and other shape-related teaching for animation display. Thus, webpage addition technology is a new viewpoint in the education modernization process. The combination of webpage addition technology and Aerobics courses will provide help for Aerobics teaching. Starting from teaching features and the website learning status of Aerobics courses, this paper carried out an application design for webpage addition design. Then, an Aerobics course served as an experimental course. The control experiment method was applied to explore the application practice of webpage addition technology in the control experiment. Furthermore, this paper conducted contrastive analysis on the teaching effect difference with and without webpage addition technology, and drew some conclusions, in the hope of offering reference for combining webpage addition technology with Aerobics courses.
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Sugiharti, Gulmah. "MEDIA APPLICATION OF FLASH BASED ANIMATION ON EVALUATION COURSE." International Journal of Research -GRANTHAALAYAH 7, no. 11 (June 10, 2020): 49–56. http://dx.doi.org/10.29121/granthaalayah.v7.i11.2020.332.
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This research is an application of animation media that has been developed previously. The purpose of this study is to look at the effect of flash-based animation media that has been developed on improving learning outcomes in Chemistry Learning Outcomes Evaluation courses, and see the percent increase in student learning outcomes
As a sample, the 2016 students consisted of 2 classes as an experimental class and a control class in the chemistry department at Unimed. After a normality test and a homogeneity test, the hypothesis is tested using a t test, and an increase in learning outcomes using a normalized gain test. From the results of the study obtained average pre-test learning outcomes in the experimental group and in the control group of 31.6 and 33.5. While the average post-test learning outcomes in the experimental group (79.5) and in the control group (75.0). From the average value, it can be seen that students who are taught by using the animation media developed by FLAS, have a higher average value compared to students who are taught without using media. While the gain of an increase in student learning outcomes in the experimental class by 70.6% and an increase in the increase in student learning outcomes in the control class by 63.4%. So it was concluded that flash-based animation media is good to be used in learning the Chemistry Learning Outcomes Evaluation course.
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Lima, Camila Santos de Castro e., Carla Galvão Spinillo, Katherine Marjorie Mendonça de Assis, Vital Amorim Vital, Ivana Figueiredo de Oliveira Aquino, and Ana Emilia Figueiredo Oliveira. "Análise dos elementos gráfico-informacionais das animações educacionais em Saúde na Educação a Distância (EaD) | Analysis of the graphic-information elements of the educational animations in health in the distance education." InfoDesign - Revista Brasileira de Design da Informação 16, no. 3 (November 17, 2019): 400–418. http://dx.doi.org/10.51358/id.v16i3.771.
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Com o crescimento da demanda de cursos à distância, percebe-se a importância de produzir objetos de aprendizagem de qualidade. Estes são materiais educacionais que servem para apoiar e aperfeiçoar o processo de ensino-aprendizagem, através do uso de recursos multimídia. Entre estes está a animação, que no contexto educacional é um objeto de aprendizagem utilizado para representar situações abstratas, instruções, conteúdos, processos e procedimentos, de uma forma mais confortável e que exija menos esforço cognitivo. Dessa forma, percebe-se que, com o aumento dos cursos na modalidade EaD, incluindo a área da saúde e do uso de animações no contexto da educação, é necessário que haja o aperfeiçoamento destes materiais e a necessidade de verificar se estes objetos educacionais, em seus aspectos gráficos-informacionais, obedecem a princípios e teorias cognitivas que tratem do processo de aprendizado. Este trabalho tem como objetivo verificar se os aspectos gráfico-informacionais das animações em saúde na modalidade EaD obedecem ao princípio da Teoria Cognitiva do Aprendizado Multimídia. Como metodologia, foi realizado um estudo analítico dos aspectos gráfico-informacionais de seis animações, utilizando um protocolo baseado nos princípios da Teoria Cognitiva do Aprendizado Multimídia e um protocolo de análise gráfica. Na análise foram observados os aspectos da animação voltados aos princípios da Teoria Cognitiva do Aprendizado Multimídia e as variáveis de apresentação da animação. Como resultados obtidos, foram geradas análises e sínteses das animações, propostas para implementação e foram observados padrões nas animações.*****As the demand for distance learning courses grows, the importance of developing quality learning objects is perceived. These are the educational materials that support and improve the teaching-learning process through the use of multimedia resources. Among these resources, it’s the animation which is a learning object that is used to represent abstract situations, instructions, contents, processes and procedures in learning context, through a more comfortable way and with less cognitive effort. In this way, with the growth of distance learning courses in the health area and the increase of educational animations uses its improvement and verify if those educational objects on their graphic-informational aspects obey the Cognitive Multimedia Learning Theory are necessary. As a methodology, an analytical study of graphic-informational aspects was made. In the analysis was observed aspects of Cognitive Multimedia Learning Theory in the animations and the variables of animation presentation. As results analysis and summary about the animations also proposals for improvements and animations pattern were observed.
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Nakhimovsky, Alexander. "A Multimedia Authoring Tool for Language Instruction." Journal of Educational Computing Research 17, no. 3 (October 1997): 263–76. http://dx.doi.org/10.2190/72qd-a1eh-phtk-8bma.
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We describe a multimedia-based Russian-language course at Colgate and a multimedia authoring system that makes the creation of such courses technically feasible for language instructors. The system uses high-level visual tools to integrate the various media components of the educational unit and to establish links between them. Although designed with language instruction in mind, the system can be used for creating educational materials in any domain, as long as they consist of video/animation clips (or other linear sequences), accompanying texts, glossaries, and hypertext/hypermedia commentaries.
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., Muhdi, Achmad Buchori, Arif Wibisono, and Yovita Yuliejantiningsih. "Design of Whiteboard Animation Media with Smart Peadagogy Approach in Educational Policy Courses." Journal of Engineering and Applied Sciences 14, no. 8 (November 30, 2019): 10434–36. http://dx.doi.org/10.36478/jeasci.2019.10434.10436.
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Mardiati, Yulan, Imbar Kunto, and Cecep Kustandi. "A Learning Development Based on Social Learning Networks Microsoft Teams in Animation Courses." Jurnal Pembelajaran Inovatif 4, no. 1 (February 1, 2021): 35–42. http://dx.doi.org/10.21009/jpi.041.05.
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This study aims to produce a product in the form of a Social Learning Networks (SLN) based learning design using the Microsoft Teams platform that can be used by students who are taking Animation courses at the Jakarta State University Technology Study Program. This research was conducted by following the ADDIE development model procedure, which consisted of 5 stages, namely (1) Analysis: conducting a needs analysis, students and materials, (2) Design: designing a learning design, (3) Development: developing a learning design, (4) ) Implementation: conducting trials on experts and users, (5) Evaluation: evaluating the results of product development based on the trials that have been done. Based on the trial results of the experts, the overall average value was 3.36 which means very good. While the results of the one to one and small group trials obtained an overall average of 3.55 which means very good. The results of this development research indicate that the learning design developed can be used to facilitate students in the learning process, especially online learning.
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Liu, Chun Fang, Yi Biao Sun, and Li Mei Wang. "C Language Animation Design Teaching Methods Analysis for Engineering Applications." Advanced Materials Research 889-890 (February 2014): 1696–99. http://dx.doi.org/10.4028/www.scientific.net/amr.889-890.1696.
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C language program design is a basic and also the core of university teaching computer courses. This paper discussed C language animated programming and curriculum tutorial design in the engineering applications, need be able to combine theoretical knowledge and practical application, in the limited class hours, stimulate students' interest in learning, and improve students' ability to actual use the C programming language. This paper summarized some experience about the characteristics of C language to improve the efficiency of teaching curriculum design guidance and outcomes, improve engineering capabilities.
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Tu, Xianzhi, Jue Xin, and Rong Zhang. "Animation + Agricultural Microbiology Insterdisciplinary VR Curriculum Development in the Background of Industry–Academia Collaborative Education." E3S Web of Conferences 145 (2020): 01001. http://dx.doi.org/10.1051/e3sconf/202014501001.
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Since the teaching in colleges and universities is divided into disciplines according to knowledge fields, so there is distinct boundary between disciplines in actual teaching, which leads to the lack of interdisciplinary thinking and cross-professional knowledge of students, and it also becomes difficult for colleges and universities to cultivate talents. The development of the new era places new demands on higher education. The construction of new liberal arts and new agricultural sciences requires innovative research on interdisciplinary research methods, talent training models, and research and development of the teaching content. VR virtual reality technology is used to carry out interdisciplinary research on animation teaching and agricultural microbiology teaching, and develop new curriculum, which can effectively enhance the effectiveness of teaching in various disciplines, and open up new teaching content and research ideas for animation and agricultural microbiology courses. Virtual reality technology and digital animation art provide an interactive and immersive teaching experience for the teaching and research of agricultural microbiology, and also inspire new ideas for teaching and research of new agricultural sciences. The content of agricultural microbiology provides research content for the creation of animation arts and expands the space for technology research and development. This article will discuss from the perspective of research background and research analysis, promote the development of interdisciplinary research in higher education, and also explore the research model of interdisciplinary curriculum development.
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CLEMENTS, JOHN, and KATHI FISLER. "“Little language” project modules." Journal of Functional Programming 20, no. 1 (January 2010): 3–18. http://dx.doi.org/10.1017/s0956796809990281.
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AbstractMany computer science departments are debating the role of programming languages in the curriculum. These discussions often question the relevance and appeal of programming-languages content for today's students. In our experience, domain-specific, “little languages” projects provide a compelling illustration of the importance of programming-language concepts. This paper describes projects that prototype mainstream applications such as PowerPoint, TurboTax, and animation scripting. We have used these exercises as modules in non-programming languages courses, including courses for first year students. Such modules both encourage students to study linguistic topics in more depth and provide linguistic perspective to students who might not otherwise be exposed to the area.
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Zhang, Shi, and Feng Chen. "The Effects of Computer-Aided Animation Technology in the Teaching of Hematological Medicine." Computer-Aided Design and Applications 18, S3 (October 20, 2020): 58–69. http://dx.doi.org/10.14733/cadaps.2021.s3.58-69.
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Clinical hematology and hematology are one of the main courses of the Department of Medical Laboratory Science. In experimental teaching, students are required to correctly identify a variety of cells in bone marrow under a microscope, which is one of the most difficult content for students to master. The traditional experimental teaching of cell morphology has brought different degrees of influence on the teaching effect. In order to make it easier, faster and effective for teachers to teach students about cell morphology in the limited teaching time, and to allow students to more intuitively recognize various cells and increase their interest in learning, it is necessary to reform the experimental teaching methods. Computer-aided animation technology is a three-dimensional composition technology that can display things in reality in three-dimensional images. Applying computer-assisted animation technology to the teaching of hematology in medical schools can display cell morphology more vividly. This will help deepen students' understanding of classroom knowledge. Therefore, this study selected clinical undergraduates who were internships in the Department of Hematology as the research objects. 235 students in the experimental group used the 3D animation technology teaching method in computer-assisted animation technology to teach students "Morphological Changes in the Process of Cellular Immune Regulation"; 257 students in the control group used traditional clinical teaching methods. Through questionnaire surveys and personal interviews, understanding the evaluation of students and teachers on this teaching mode, and comparing the teaching effect through theoretical examination and practical skill assessment.
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Huan, Chenglin, and Jianwei Chen. "A Study on College Computer Software Application Courses Teaching Based on Flipped Classroom: Take "Flash Animation Design" Course as an Example." Journal of Software Engineering 10, no. 4 (September 15, 2016): 328–37. http://dx.doi.org/10.3923/jse.2016.328.337.
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Sefton, Terry, Kara Smith, and Wayne Tousignant. "Integrating Multiliteracies for Preservice Teachers Using Project-Based Learning." Journal of Teaching and Learning 14, no. 2 (June 29, 2020): 18–32. http://dx.doi.org/10.22329/jtl.v14i2.6320.
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Using a project-based learning approach, three teacher educators, teaching three different methodology courses, worked together to create, plan, and assess an arts-based assignment completed by preservice candidates. The preservice teachers created an animation project while applying curriculum expectations in three subject areas: visual arts, music, and language arts. The three subjects were segregated for the purpose of instruction, integrated during the group work and creative process, and then jointly assessed using negotiated reporting. This paper describes the project and details the challenges of integrating teaching and learning across institutionally segregated courses when student expectations are conditioned by their prior experience of siloed, subject-based learning, and discusses lessons learned by the three teacher educators and implications for team teaching across the curriculum.
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Meyer, Glenn E., Daniel J. Rocheleau, James McMullen, and Brent E. Ritter. "The use of Macintosh 24-bit color and animation programs in undergraduate research and visual perception courses." Behavior Research Methods, Instruments, & Computers 23, no. 2 (June 1991): 166–82. http://dx.doi.org/10.3758/bf03203361.
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Yusuf, Muhammad, Mochammad Kautsar Sophan, Arif Muntasa, Nurwahyu Alamsyah, Haythem Nakkas, and Putri Pradnyawidya Sari. "E-government learning media through augmented reality technology." Bulletin of Social Informatics Theory and Application 4, no. 1 (April 23, 2020): 12–20. http://dx.doi.org/10.31763/businta.v4i1.258.
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Augmented reality (AR) is one of the newest learning technologies besides Artificial Intelligent, Virtual Reality, Virtual World, Alternates Reality Games, and Wearable Computing. E-Government is becoming an evolving academic field and transforming to be E-Governance, E-Participation, E-Service, E-Democracy, E-Voting issues. Therefore, some universities have E-Government course in their curriculum. AR can be one of the learning media to learn and teach E-Government effectively and interestingly. This research aims and contributes to develop a novel model of E-Government learning media using AR. Furthermore, this work has three novelties as follows:First, a method to develop e-Government learning media using AR. Second, a novel model of e-government learning media based on augmented reality technology. Third, the material courses are command centre and public service mall materials based in Surabaya, Indonesia. The new model of learning media using AR consists of main components, i.e., user, devices, AR, and course materials. Additionally, this novel model has some sub-components, such as AR object, marker, text, image, audio, video, and 3D animation. The proposed model has some practical and theoretical implications. For the theoretical implication , it adds a model of learning media for e-government course and extends the body of knowledge for e-government and augmented reality fields. For practice, e-Government courses can uilize the augmented reality application.
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Abna Hidayati, Andra Saputra, and Raimon Efendi. "Development of E-Module Oriented Flipped Classroom Strategies in Computer Network Learning." Jurnal RESTI (Rekayasa Sistem dan Teknologi Informasi) 4, no. 3 (June 20, 2020): 429–37. http://dx.doi.org/10.29207/resti.v4i3.1641.
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The learning process is essentially a communication process that’s carried out synchronously and asynchronously. The results of observations in the Computer Network Engineering course, there are problems that the lecturer is not present, the learning resources used printed materials, as well as the existing books not updated and the sources are not by the syllabus so that the impact on student learning outcomes is low. E-Module is equipped with audio, video, images, and animation. The purpose of this study is to produce an E-Module in Valid, Practical, and Effective Computer and Network Engineering courses. This type of research is Research and Development with the ADDIE development model. The research data were obtained from tests of validity, practicality, and effectiveness. The results of the validity of the E-Module scored 93.3%, the results of the practicality assessment were obtained through questionnaire assessment by lecturers with a score of 96% and an assessment by students with score 91.7%. The Flipped Classroom Strategy-oriented E-Module was considered effective in increasing student motivation and learning outcomes, an average score of 91.6% for student activities was obtained. Based on the data above, the E-Module in Computer and Network Engineering courses is valid, practical, and effective for use in the lecture process.
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Gao, Ning. "Visualization Teaching of Deformation Monitoring and Data Processing based on MATLAB." International Journal of Emerging Technologies in Learning (iJET) 14, no. 02 (January 30, 2019): 42. http://dx.doi.org/10.3991/ijet.v14i02.9983.
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As one of the core professional courses for students majoring in surveying and mapping engineering, deformation monitoring is characterized by strong theories, numerous mathematical formulas, and complicated calculation. Task-driving teaching method in the form of traditional classroom has poor effects due to the one-way learning and strategy. To meet the needs of modern teaching, matrix laboratory (MATLAB) and deformation monitoring teaching are combined in this study. This work first identified the aspects of concepts, principles, and data to visualize boring data and abstract principles through simulation and concepts that are difficult to be understood and establishment of animation models to realize the visualization expression of deformation monitoring data preprocessing, deformation monitoring network adjustment, deformation prediction, and engineering application. A total of 114 students majoring in surveying and mapping engineering in Henan University of Urban Construction during 2014 are selected as test subjects to explore and demonstrate visualization teaching of deformation monitoring. Results show that the visualization teaching of deformation monitoring based on MATLAB enhances the integrity, coherence, and practicability of the course. It also improves students' interest in learning, deepens their understanding on learned knowledge, improves teaching quality, and provides a new way for the teaching mode reform of other courses of the surveying and mapping engineering specialty.
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Drushlyak, Marina, Artem Yurchenko, Anatolii Rozumenko, and Olena Semenikhina. "EFFECTIVE FORMS OF IN-SERVICE TEACHER TRAINING." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, no. 10 (2021): 77–88. http://dx.doi.org/10.28925/2414-0325.2021.108.
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Recently, when choosing types of in-service teacher training, the emphasis has shifted towards increasing the activity of participants in the educational process. Therefore, more effective are those types that are based on active interaction and intensive communication, based on unique life and professional experience and willingness to share it. Among such types of in-service teacher training, the authors distinguish participation in trainings, during which attention is paid to the practical development of skills through their own educational experience, and master classes, during which attention is paid to practical demonstration of creative solutions to a problem, new methodology, technology, author's model. The Department of Computer Science of Makarenko Sumy State Pedagogical University developed short courses of in-service teacher (computer science, physics, mathematics) training of Sumy region, which are focused on the formation / development of skills to create computer animations to support the educational process which was organized as trainings and master classes. The pedagogical experiment consisted in a comparative study of the effectiveness of selected learning forms (training or master class) for heterogeneous groups (groups of teachers with different experience). In addition, the following things were determined: degree of use of IT in professional activities, willingness to use computer animation at lessons, self-assessment of skills to develop computer animations for the learning purpose. According to the results of the experiment, it was found that the master class was more effective for teachers with less than 10 years of experience, and training – for teachers with more than 10 years of experience.
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Olenick, Richard P. "The Development of Video Tapes for High School Physics Courses: The Mechanical Universe and beyond." Journal of Educational Technology Systems 17, no. 1 (September 1988): 33–46. http://dx.doi.org/10.2190/wm1g-31mg-n9ha-yp38.
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Adaptations of the college level PBS series The Mechanical Universe were created by a group of nationally recognized high school physics teachers. The adaptations were created to use the power of the television medium to develop a sound and solid understanding of physics, when used in conjunction with any existing high school course and textbook. Twenty-four modules were developed, each of which contains a ten- to twenty-minute videotape adaptation and written teacher support materials. The topics of these modules were selected to enhance the teaching of classical as well as more modern topics in physics and thereby bring the curriculum closer to the frontiers of physics. The video adaptations are designed to be easily incorporated into a class meeting and make extensive use of historical recreations, complete animation, demonstrations, and applications. The supportive teacher resource materials help teachers integrate the concepts presented in the video with more traditional high-school text materials and to create an interactive environment in the classroom. The inception and development of this project is discussed in detail.
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PERLIN, MARK W. "VISUALIZING DYNAMIC ARTIFICIAL INTELLIGENCE ALGORITHMS AND APPLICATIONS." International Journal on Artificial Intelligence Tools 03, no. 02 (June 1994): 289–307. http://dx.doi.org/10.1142/s0218213094000145.
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Visualization is an important component of modern computing. By animating the course of an algorithm’s temporal execution, many key features can be elucidated. We have developed a general framework, termed Call-Graph Caching (CGC), for automating the construction of many complex AI algorithms. By incorporating visualization into CGC interpreters, principled animations can be automatically displayed as AI computations unfold. (1) Systems that support the automatic animation of AI algorithms must address these three design issues: (2) How to represent AI data structures in a general, uniform way that leads to perspicuous animation and efficient redisplay. (3) How to coordinate the succession of graphical events. (4) How to partition AI graphs to provide for separate, uncluttered displays. CGC provides a natural and effective solution to all these concerns. (5) We describe the CGC method, including detailed examples, and motivate why CGC works well for animation. We discuss the CACHE system, our CGC environment for AI algorithm animation. We demonstrate the animation of several AI algorithms – RETE match, linear unification, arc consistency, chart parsing, and truth maintenance – all of which have been implemented in CACHE. Finally, we discuss the application of these methods to interactive interfaces for intelligent systems, using molecular genetics as an example domain.
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Agustini, Ketut, Gede Saindra Santyadiputra, and Nyoman Sugihartini. "Visualizing the stages of the educational research methodology into animation infographics for vocational students." Jurnal Pendidikan Vokasi 9, no. 3 (February 5, 2020): 317–27. http://dx.doi.org/10.21831/jpv.v9i3.22017.
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Visualizing something abstract into a concrete object can help students improve their mastery of concepts in learning. The purpose of this study is to visualize the stages of the educational research methodology into an animation infographic media. The method used refers to the instructional development model. The target subjects of this study were students of informatics engineering education study program who had taken courses in educational research methodology. In order to get valid, practical, and effective media, several tests were carried out, such as formative evaluation and effectiveness testing with Hake formula. The results show that the dynamic infographic media produced has gone through expert judgment as follows. (1) Testing by content experts score 1 (very high), testing by the learning design experts scored 0.92 (very high), and testing by learning media experts scored 0.90 (very high). (2) The result obtained from the practicality testing is 86.5%, or it is included in the practical category. (3) The testing of the effectiveness of using the Hake formula obtained N-gain results of 0.8, which belongs to the effective category. It shows that animation infographic media produced is valid, practical, and effective to be used in improving the concept mastery of the stages of educational research methodology in informatics engineering education study program.
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Waspada, Heri Priya, Ismanto Ismanto, and Firman Hidayah. "Penggunaan Hasil Motion Capture (Data Bvh) Untuk Menganimasikan Model Karakter 3d Agar Menghasilkan Animasi Yang Humanoid." JAMI: Jurnal Ahli Muda Indonesia 1, no. 2 (December 31, 2020): 94–102. http://dx.doi.org/10.46510/jami.v1i2.34.
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Abstrak
Objektif. Proses pemodelan karakter 3D memegang peranan penting dalam menghasilkan model karakter 3D yang baik. Proses ini merupakan proses awal yang harus dilalui oleh seorang desainer dalam membuat sebuah model karakter 3D. Setelah proses pemodelan dikerjakan dengan baik agar karakter tersebut bisa dibuat bergerak maka diperlukan proses rigging. Dengan proses pemodelan dan rigging tersebut model karakter 3D bisa digunakan untuk menghasilkan animasi sesuai dengan keinginan animator. Tentunya seorang animator akan memerlukan kerja keras untuk membuat suatu adegan gerakan apabila animasi yang dibuat masih manual. Untuk itu dengan memanfaatkan data BVH, animator akan lebih ringan dalam membuat adegan animasinya. Hasil animasi karakter di tunjukkan kepada 40 responden untuk menilai dan menghasilkan rata-rata tingkat humanoid animasi karakter bernilai 65%.
Material and Metode. Menganimasikan model karakter 3D memanfaatkan hasil motion capture (.bvh)
Hasil. Animasi karakter 3D dengan menggunakan hasil motion capture menghasilkan animasi yang humanoid.
Kesimpulan. Hasil motion capture merupakan susunan tulang yang sudah dilengkapi dengan hasil perekaman gerakan sehingga untuk memproduksi animasi model karakter 3D akan lebih mudah karena animator tidak perlu menggambar tiap gerakan yang diinginkan.
Abstrack
Objective. The process of modeling 3D characters plays an important role in producing good 3D character models. This process is the initial process that must be passed by a designer in creating a 3D character model. After the modeling process is done well so that the character can be moved, a rigging process is needed. With the modeling and rigging process, 3D character models can be used to produce animations in accordance with the wishes of the animator. Of course, an animator will need to work hard to create a motion scene if the animation created is still manual. For this reason, by utilizing BVH data, animators will be lighter in making their animated scenes. The results of the character animation were shown to 40 respondents to rate and produce an average humanoid character animation level of 65%.
Materials and Methods. Menganimasikan model karakter 3D memanfaatkan hasil motion capture (.bvh)
Results. 3D character animation using the results of motion capture produces humanoid animation.
Conclusion. The result of motion capture is the arrangement of bones that has been equipped with the results of recording the motion so that to produce animated 3D character models will be easier because the animator does not need to draw every desired movement.
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Yuniansyah and Andri Saputra. "Pengembangan Multimedia Pembelajaran Untuk Matakuliah Grafik Komputer Menggunakan Metode Addie." Jurnal Matrik 17, no. 1 (November 20, 2017): 13. http://dx.doi.org/10.30812/matrik.v17i1.57.
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This research aims to develop multimedia learning in computer graphics courses. The development method used is ADDIE (Analysis Design Develop Implementation Evaluate) which is a method usually used for the development of multimedia learning. The process of analysis is done by looking and studying the process of teaching and learning that runs during this, at the design stage used Adobe Photoshop software. In the process of developing the author using Adobe Flash CS6 for display, writing and animation, as well as Visual camtasia video creation. After the development process is complete, the implementation stages are tested using white box and black box test method. In evaluation prooses involving multimedia experts and students who have followed or are following the course of Computer Graph. Based on the results of experiments and evaluations can be concluded that multimedia learning Graphics Data meet the criteria very well include operational aspects and teaching materials and can be used to help students and lecturers on teaching and learning process, and can be used by students to learn independently
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Pereira, M. R., F. C. Dórea, C. M. R. Lima, M. S. Castro, and W. Fontes. "INTERACTIVE ILUSTRATION FOR PHOTOSYNTHESIS TEACHING." Revista de Ensino de Bioquímica 2, no. 2 (May 15, 2004): 12. http://dx.doi.org/10.16923/reb.v2i2.144.
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Computational resources became the major tool in the challenge of making high education moreeasy and motivating. Complex Biochemical pathways can now be presented in interactive and three-dimensional animations. One of the most complex (detailed) and interesting metabolic pathway thatstudents must understand in biochemical courses is photosynthesis. The light-dependent reactionsare of special interest since they involve many dierent kinds of mechanisms, as light absorptionby membrane complexes, proteins movement inside membranes, reactions of water hydrolysis, andelectrons ow; making it dicult to understand by static bi-dimensional representations.The resources of animation and ActionScript programming were used to make an interactive ani-mation of photosynthesis, which at some times even simulates three-dimensionality. The animationbegins with a leaf and progressively zooms in, until we have a scheme of a tylakoyd membrane, whereeach of the dierent steps of the pathway can be clicked to reveal a more detailed scheme of it. Whereappropriate, the energy graphs are shown side by side with the reactions. The electron is representedwith a face, so it can be shown to be stressing while going up in the energy graphs. Finally, there isa simplied version of the whole pathway, to illustrate how it all goes together.The objective is to help professors on teaching the subject in regular classes, since currently allthe explanations are omitted. In a future version, texts will be added to each step so it can beself-explicative to the students, helping them even on home or on-line learning.
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Utami, Indri Sari, Rahmat Firman Septiyanto, Firmanul Catur Wibowo, and Anang Suryana. "Pengembangan STEM-A (Science, Technology, Engineering, Mathematic and Animation) Berbasis Kearifan Lokal dalam Pembelajaran Fisika." Jurnal Ilmiah Pendidikan Fisika Al-Biruni 6, no. 1 (September 2, 2017): 67. http://dx.doi.org/10.24042/jpifalbiruni.v6i1.1581.
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Learning physics is still traditional in the reality. It tends to be centered in Teachers. They only transfer knowledge without knowing the learners already understand the concept yet or not. The average achievement understanding of physics concept results is still low. Rapidly evolving technology is still rarely used by teachers. Though, this could be one of the alternatives to make learning more interesting and memorable. Connecting the local knowledge in the area of learners, can make students more familiar with the natural resources in the region and can be introduced to the outside world. Given these problems, the need for integration between models, evaluation and learning media STEM-A (Sciences, Technology, Engineering, Mathematics, and Animation) based on local wisdom. The methods used was a Quasi-Experiment with the design of the study "One Group Pretest-Posttest Design". Observations indicate an increased understanding of the student concept after learning applied STEM-A (Sciences, Technology, Engineering, Mathematics, and Animation) based on local wisdom with medium category in gain normalization. By learning this concept, students could be aware of local wisdom "Batu Kuwung" and understand how to get advantage from it. The results of the study will continue to be developed in the courses in the Department of Physical Education University of Sultan Ageng Tirtayasa.Pembelajaran fisika yang terjadi di lapangan masih minim inovasi. Pembelajaran cenderung berpusat pada pendidik. Pendidik hanya mentransfer pengetahuannya saja tanpa memikirkan apakah peserta didik sudah memahami konsep yang disampaikan atau belum. Rata-rata capaian hasil pemahaman konsep Fisika masih rendah. Teknologi yang berkembang pesat saat ini masih jarang dimanfaatkan oleh para pendidik. Padahal ini bisa menjadi salah satu alternatif untuk membuat pembelajaran lebih menarik dan berkesan. Dengan mengaitkan kearifan lokal yang ada di daerah peserta didik, dapat membuat peserta didik lebih mengenal kekayaan alam di daerahnya dan dapat diperkenalkan baik skala nasional maupun intrnasional. Dengan adanya permasalahan-permasalahan tersebut, maka perlu adanya integrasi anatara model, evaluasi dan media pembelajaran STEM-A (Sciences, Technology, Engineering, Mathematics, and Animation) berbasis kearifan lokal. Metode Penelitian yang dilakukan adalah Kuasi Eksperimen dengan desain penelitian one group pretest-posttest design. Hasil observasi menunjukkan adanya peningkatan pemahaman konsep mahasiswa setelah diterapkan pembelajaran STEM-A (Sciences, Technology, Engineering, Mathematics, and Animation) berbasis kearifan lokal. Dengan kategori sedang pada gain dinormalisasinya. Dari pembelajaran ini mahasiswa menjadi mengetahui kearifan lokal batu kuwung dan cara memanfaatkannya. Hasil penelitian akan terus dikembangkan pada mata kuliah-mata kuliah lain di jurusan Pendidikan Fisika Universitas Sultan Ageng tirtayasa.
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Kim, Ho. "A Study of U.S. Animation University Curriculum Focus on the Required Courses, Liberal Arts at AAU, CalArts, RCAD, RSID, SVA." Journal of the Korea Contents Association 16, no. 11 (November 28, 2016): 614–22. http://dx.doi.org/10.5392/jkca.2016.16.11.614.
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Park, Yoo Shin. "A Study on Development of a Curriculum for Teachers in Culture & Art Education: Focused on Cartoon & Animation Courses." Cartoon and Animation Studies 43 (June 30, 2016): 387–433. http://dx.doi.org/10.7230/koscas.2016.43.387.
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Moon, Hye-Ree, and Hyun-Seok Lee. "The Correlation between Learning Motives and Completion Rate in K-MOOC Online Courses : Focusing on Classes in the Animation Field." Korean Journal of animation 15, no. 4 (December 31, 2019): 210–28. http://dx.doi.org/10.51467/asko.2019.12.15.4.210.
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Awang Chek, Mohd Zaki, Isma Liana Ismail, and Nur Faezah Jamal. "LEARNING ACTUARIAL MATHEMATICS THROUGH UiTM FUTURE MOOC." International Journal of Modern Education 2, no. 6 (September 10, 2020): 08–13. http://dx.doi.org/10.35631/ijmoe.26002.
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The Massive Open Online Courses (MOOCs) is a new online learning platform that provides training beyond the classroom based on casual and social learning. Current learning methods that use PowerPoint slides usually bore students who would easily lose focus on their learning. MOOCs provide a new era of learning style with various learning methods. Using attractive notes with the aid of video, animation, and a variety of activities to promote a better learning environment adaptively. It is accessible anytime, anywhere, and gives flexibility to students in managing their learning routine. Therefore, UiTM Perak (Tapah Campus) has taken an initiative to implement MOOCs in one of the diploma subjects which is “Introduction to Actuarial Mathematics” (ASC305). Actuarial Mathematics is a subject taught under the actuarial science program in preparation for the professional actuarial examination under the Society of Actuaries (SOA), as well as getting students to understand the actuarial aspects of the current life insurance system. On top of that, this MOOC has encouraged worldwide participants where one will have experience in practicing their fundamental knowledge on each topic. The real-time communication between the instructor and participants for knowledge sharing, brainstorming, and exchanging opinions create a positive ambiance of "classroom-beyond-borders". Using MOOCs for the course opens great opportunities for instructors to be creatively and innovatively involved in preparing attractive content, learning activities, and hands-on assessments that suit all learning styles (auditory, visual, reading and writing, and kinesthetics). Thus, this paper illustrates and describes the development of Introduction to Actuarial Mathematics using MOOCs (https://ufuture.uitm.edu.my/courses/summary/ASC305).
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Ramlie, Mohd Khairulnizam, Hanafi Mohd Tahir, and Ahmad Sofiyuddin Mohd Shuib. "The Importance of Perception and Imagination in Designing 3D Image." Idealogy Journal 3, no. 2 (September 7, 2018): 215–22. http://dx.doi.org/10.24191/idealogy.v3i2.63.
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3D animation and modelling has been known as one of the main subjects in the field of Arts and Design in Malaysia. This subject is applicable to all fields in the Faculty of Art and Design, including courses offered at the Universiti Teknologi MARA. As we all know, this 3D subject requires students to have great visual skills. In order to produce an attractive design, students need to have good memory, cognitive, and perceptual skills. However, problems arise when final year students of graphic design and digital media departments are found to be incompetent in that aspect. Thus, this study aims to investigate the problems and identify the most suitable time to apply so that the problems can be solved when students are in their final year of study. Keywords: 3D Image, Education, Multimedia, Cognitive skills
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Ulinnuha, Dwi Kusuma, Budi Harjanto, and Indah Widiastuti. "PENGEMBANGAN MEDIA PEMBELAJARAN CNC BERBASIS PERANGKAT LUNAK ANIMASI." NOZEL Jurnal Pendidikan Teknik Mesin 1, no. 1 (March 12, 2019): 09. http://dx.doi.org/10.20961/nozel.v1i1.28482.
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<p><em>This research aims to (1) develop an instructional material based animation software for CNC course, (2) evaluate instructional material for CNC course that has been developed. The research was conducted at the Department of Mechanical Engineering Education, </em><em>Faculty of Teacher Training and Education, </em><em>Sebelas Maret University Surakarta. This research used Multimedia Development Life Cycle (MDLC) as research procedure, which consists</em><em> </em><em>of six stages, concept, design, collecting material, assembly, testing and distribution. Evaluation of instructional material for CNC course was performed by ask potential users to operate CNC instructional material that have been developed, then get response from potential users through a questionnaire. Potential users are divided into two categories, lecturers of CNC and CAM courses and students of Mechanical Engineering Education who take CNC and CAM courses in the academic year 2015/2016. Questionnaire for lecturers of CNC and CAM course reviewing instructional material from aspects of learning content, interaction, and presentation of the material. The questionnaire was given to 3 lecturers consisting of 15 point statements with Rating Scale as assessment system on intervals 1-5. Questionnaire for student reviewing instructional material from aspect of learning motivation as one of instructional material function. Questionnaire was given to 26 students consisting of 20 point statements with Likert Scale as assessment system on intervals1-5. The results of the research show (1) the development of instructional material for CNC course used Adobe Flash CS6 as main software with MDLC as development pro</em><em>c</em><em>edure, (2) the evaluation results show the instructional material for CNC course that developed gets (a) in aspects of learning content, interaction, and presentation of the material, the instructional material for CNC course gets very good category with percentage 90,22%, (b) in the aspect of learning motivation as one of instructional material function, the instructional material for CNC course gets good categories with percentage 78,39%.</em></p>
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Lin, Hao-Chiang Koong, Sheng-Hsiung Su, Sheng-Tien Wang, and Shang-Chin Tsai. "Influence of Cognitive Style and Cooperative Learning on Application of Augmented Reality to Natural Science Learning." International Journal of Technology and Human Interaction 11, no. 4 (October 2015): 41–66. http://dx.doi.org/10.4018/ijthi.2015100103.
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With the constant progress of information technology, as long as computer software is connected with video equipment, augmented reality can be implemented. In teaching, augmented reality can provide specific images of learning objects and interact with them to enhance students' learning interest and effectiveness. The main purpose of this study is to integrate unmarked augmented reality technology with natural science courses to develop a system that is suitable for learning. This system uses image objects and 3D animation to stimulate sensory learning and strengthen users' learning effectiveness and memory. Moreover, this study also intends to investigate the system usability perception, learning motivation, and self-perceived learning effectiveness of users with different cognitive styles as they operate this system to engage in cooperative learning. Furthermore, this study used triangulation method to assess usability. In the end, this study analyzed and investigated the qualitative and quantitative data of the research questions.
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McGahan, William T., Hardy Ernst, and Laurel Evelyn Dyson. "Individual Learning Strategies and Choice in Student-Generated Multimedia." International Journal of Mobile and Blended Learning 8, no. 3 (July 2016): 1–18. http://dx.doi.org/10.4018/ijmbl.2016070101.
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There has been an increasing focus on student-generated multimedia assessment as a way of introducing the benefits of both visual literacy and peer-mediated learning into university courses. One such assessment was offered to first-year health science students but, contrary to expectations, led to poorer performance in their end-of-semester examinations. Following an analysis, the assignment was redesigned to offer students a choice of either a group-based animation task or an individual written task. Results showed improved performance on the assignment when students were offered a choice of assignments over when they were offered only the multimedia assignment. Student feedback indicated that students adopt deliberate individual learning strategies when offered choices in assessment. The study suggests that assumptions regarding the superiority of student-generated multimedia over more traditional assessments are not always correct, but that students' agency and individual preferences need to be recognized.
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de Aguillar Pinho, Maria Luiza Carvalho, Angela Maria Cavalcanti da Rocha, Celso Roberto de Aguillar Pinho, and Cristiane Junqueira Giovannini. "“Monica and Friends”: the challenge to internationalize." Emerald Emerging Markets Case Studies 7, no. 2 (June 22, 2017): 1–26. http://dx.doi.org/10.1108/eemcs-06-2016-0139.
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Subject area International business or International marketing. Study level/applicability The case is recommended for undergraduate and graduate courses in the fields of international business and international marketing. The aim is to show students the problems that a family business in the animation industry faces while growing and internationalizing. Specifically, the case discusses the entry mode selection and market selection challenges faced by an emerging market company in the comic book and animation industry to operate overseas and compete with entertainment giants such as Disney and DC Comics. The case enables the instructor to discuss international market selection theories and evaluate entry modes. For graduate students, the international market selection can be further developed by using more robust concepts such as psychic and cultural distance. Case overview This case examines the trajectory of a pioneering company in the comic book and animation industries, and in the licensing of trademarks in Brazil. Mauricio de Sousa Productions was founded in 1959 and is considered to be one of the most successful cultural producers in the country. According to a leading Brazilian public opinion research agency, 97 per cent of Brazilian children and 96 per cent of their parents are familiar with the Monica and Friends characters. As one of the main players in the publishing market, with 86 per cent of market share, Mauricio de Sousa Productions has a product portfolio that goes beyond Monica and Friends comic strips: the company’s show on the Cartoon Network ranks third in audience viewing in the country and the company has produced animated movies, books, shows and games. However, despite its experience in publishing comic books in several countries, Mauricio de Sousa Productions (MSP)’s worldwide operations have not been as profitable and sustainable as expected. Aiming at expanding its global presence, MSP’s top management decided in 2014 to review the company’s internationalization strategy and operations to enhance the firm’s performance. Expected learning outcomes The case highlights the key factors facing firms when expanding from an emerging markets. Students are expected to discuss and evaluate options, thus developing their knowledge and decision processes related to family-owned business challenges and opportunities, international market selection theories and international market entry mode. Developing strategies to face challenges as those presented by competitors such as Disney should bring opportunities to students to think outside models and weigh risks. Finally, the case gives students opportunity to base their decision processes and evaluations on logistics problems as well as psychic and cultural distances. It also compels the students to appreciate the various challenges involved in exploiting international market with animation content and intellectual properties as a service. Supplementary materials Company presentation to use in the discussion introduction can be found in: www.monicaandfriends.com/content/video.php Subject code CSS 5: International business.
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Sarkam, Saida Farhanah, Siti Khadijah Mohd Ghanie, Nur Sa’adah Muhamad, and Khairul Akmaliah Adham. "Yeayyy.com: venturing into mobile app business." Emerald Emerging Markets Case Studies 25, no. 6 (August 16, 2016): 1–28. http://dx.doi.org/10.1108/eemcs-12-2014-0287.
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Subject area “Starting up a new company” and “development of technology-based venture”. Study level/applicability The target audiences for this study are advanced business or non-business undergraduate students and MBA students taking courses of entrepreneurship, management of innovation and organization theory and design. Case overview Yeayyy.com was a private limited company based in Bandar Baru Bangi, Selangor, a township located about 30 km south of Kuala Lumpur. It was founded by Mr Hazmin in early 2010 with a seed funding of RM150,000 (about US$50,000). By the end of 2014, its core businesses include developing mobile application (app), software and website, as well as conducting information technology (IT) training. The company had developed its own animation cartoon, Oolat Oolit, and had commercialized several mobile app inventions. These mobile apps include a Jawi (traditional Malay writing system) app, mobile games and Facebook apps which were compatible with most mobile operating systems. Since its inception, Yeayyy.com had aspired to follow the footsteps of the internationally acclaimed Malaysian home-grown animation production house, Les’ Copaque, which had produced the popular Upin Ipin series. Similar to Les’ Copaque, Yeayyy.com also planned to commercialize its in-house characters into TV series and to market related merchandises, along with its collaborative partner, CikuTree Studio. However, by the end of 2014, the company’s seed funding had depleted, thus forcing Mr Hazmin to strategize for the company’s future. Expected learning outcomes Understanding the process of entrepreneurship and technology-based venture development enables case analysts to apply the concepts in many situations involving business opportunities and company development. Subject code CSS:3 Entrepreneurship.
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Hoorfar, M., H. Najjaran, and W. L. Cleghorn. "Visual Aid Depicting Mechanical Vibration Systems to Enhance Student Learning." International Journal of Mechanical Engineering Education 31, no. 1 (January 2003): 86–92. http://dx.doi.org/10.7227/ijmee.31.1.6.
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This paper introduces a program developed for simulation of the mechanical vibration of multi-degree-of-freedom systems with lumped masses. Inputs are system properties and initial conditions, and outputs are displacement and velocity of each mass as a function of time. In addition, the trajectory (i.e., velocity vs. displacement) and animation of each mass may be illustrated. The program can automatically generate physical models with lumped masses from a set of different boundary conditions. In addition, one may input a model with dynamic and static coupling. Previous works on this subject have considered one or a limited number of aspects of mechanical vibration of lumped mass systems [1]. This program, on the other hand, covers most options associated with such systems and it may be considered as a helpful tool on a MATLAB® platform for teaching and understanding of the relevant courses, such as mechanical vibration and automatic control, at the undergraduate level.