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Journal articles on the topic 'Experimental animation'
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1
Bitka, Stanisław. "Usłyszeć animację. Próba audiowizualnej analizy filmów „Dom” i „Labirynt”." Kultura Popularna 3, no. 57 (November 30, 2018): 21–30. http://dx.doi.org/10.5604/01.3001.0012.7286.
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The golden age of the Polish School of Animation took place at the same time as the birth and rise of Polish Radio Experimental Studio – where plenty of soundtracks were recorded. The article consists of audio-visual analysis of the two Polish School of Animation's classics: House by Jan Lenica and Walerian Borowczyk, and Labirynth by Jan Lenica with experimental score made by Włodzimierz Kotoński. The author's main thesis is that the soundtrack generally (including two soundtracks in the above-mentioned films), especially in animations that have no dialogues or subtitles, has crucial impact on the perception of a given animation, and could also be a key to its interpretation.
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Kelly, Resa M., Sevil Akaygun, Sarah J. R. Hansen, and Adrian Villalta-Cerdas. "The effect that comparing molecular animations of varying accuracy has on students’ submicroscopic explanations." Chemistry Education Research and Practice 18, no. 4 (2017): 582–600. http://dx.doi.org/10.1039/c6rp00240d.
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In this qualitative study, we examined how a group of seventeen first semester General Chemistry students responded when they were shown contrasting molecular animations of a reduction–oxidation (redox) reaction between solid copper and aqueous silver nitrate for which they first viewed a video of the actual experiment. The animations contrasted in that they portrayed different reaction mechanisms for the redox reaction. One animation was scientifically accurate and reflected an electron exchange mechanism, while the other was purposefully inaccurate and represented a physical exchange between the ions. Students were instructed to critique each animation for its fit with the experimental evidence and to ultimately choose the animation that they felt best depicted the molecular level of the chemical reaction. Analyses showed that most students identified that the electron exchange animation was the more scientifically accurate animation; however, approximately half of the students revised their drawings to fit with the inaccurate physical exchange animation. In addition, nearly all students thought that both animations were correct and useful for understanding salient information about the redox reaction. The results indicate that when students are shown contrasting animations of varying accuracy they make errors in deciding how the animations are supported and refuted by the evidence, but the treatment is effective. Contrasting animations promote students to think deeply about how animations fit with experimental evidence and is a promising way to engage students to think deeply about animations.
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Hagler, Juergen, and Remo Rauscher. "Chained Animation: Collaborative Forms of Filmmaking in Education." Animation 17, no. 2 (July 2022): 178–94. http://dx.doi.org/10.1177/17468477221092344.
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This article discusses experimental forms of collaborative filmmaking in education and introduces the pedagogical concept of Chained Animation. Animation filmmaking usually involves teamwork; production pipelines are traditionally linear and hierarchically structured, separated into direction (or artistic direction) and production teams. By contrast, Chained Animations are non-linear and based on a large group of animators working together at various levels. This concept is particularly well suited to education as it integrates all participants equally, from the idea phase all the way through to its realization. In addition to teaching basic animation principles, this experimental form of education goes beyond established methods of practising those principles. The educational concepts for Chained Animations follow different strategies and range from professional workflows to playful, experimental forms that emphasize participatory and collaborative aspects within large groups. In this article, the authors first examine participatory art practices; then they discuss experimental forms of collaboration in animation and education, using examples from art, film and science. This article examines different experimental approaches, challenges and findings, which are based on three case studies undertaken at the University of Applied Sciences Upper Austria, Hagenberg Campus – Home (2016), Utopia Now (2017) and Draft One (2018) – ultimately presenting guidelines for Chained Animation in education.
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Stewart, Michelle. "Posthumous Portraits in Motion: Experimental Animation, Metamorphosis and Reflections on Mortality." Animation 19, no. 1 (March 2024): 6–26. http://dx.doi.org/10.1177/17468477241233480.
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This article details an oil paint-on-glass animation depicting posthumous portraits of unclaimed deceased from a Johannesburg mortuary in South Africa. The creative project engages with Western traditions of posthumous, focusing on the iconography of the corpse. The author explores how these traditions are approached through the moving image, metamorphosis and experimental animation processes. The animation uses metamorphosis not just as a symbolic strategy to serve the idea of transformation – but also as a self-referential engagement with animation’s contradictory life-giving and destructive traits. The article and the creative project it illuminates present a critical awareness of the ethical concerns associated with representing the dead and the cultural and historical traditions from which this subject emerges.
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Wang, Hua, Xiaoyu He, and Mingge Pan. "An Interactive and Personalized Erasure Animation System for a Large Group of Participants." Applied Sciences 9, no. 20 (October 18, 2019): 4426. http://dx.doi.org/10.3390/app9204426.
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This paper introduces a system to realize interactive and personalized erasure animations by using mobile terminals, a shared display terminal, and a database server for a large group of participants. In the system, participants shake their mobile terminals with their hands. Their shaking data are captured by the database server. Then there are immersive and somatosensory erasure animations on the shared display terminal according to the participants’ shaking data in the database server. The system is implemented by a data preprocessing module and an interactive erasure animation module. The former is mainly responsible for the cleaning and semantic standardization of the personalized erasure shape data. The latter realizes the interactive erasure animation, which involves shaking the mobile terminal, visualizations of the erasure animation on the shared display terminal, and dynamic and personalized data editing. The experimental results show that the system can realize various styles of personalized erasure animation and can respond to more than 2000 shaking actions simultaneously and present the corresponding erasure animations on the shared display terminal in real time.
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Thesen, Thomas P. "Reviewing and Updating the 12 Principles of Animation." Animation 15, no. 3 (November 2020): 276–96. http://dx.doi.org/10.1177/1746847720969919.
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This article suggests a discussion on the reconfiguration of the 12 principles of animation and their necessary refinement for contemporary animation to address the growing complexity and expansion of the animation industry. The expansion of the 12 principles of animation into the various animation techniques requires a consideration of their development, which, in the 1930s and 1940s was sufficient for animation’s hand-drawn animation needs; since then, the principles have proven themselves accurate and incredibly helpful for subsequent decades. Nevertheless, this article indicates that a refinement of the principles is required to accommodate a broader range of animation techniques. The great advantage of the 12 principles of animation is their simplicity and logic; however, they do not apply in their entirety (as the full set of 12) to hand-drawn digital animation, stop-motion animation, experimental or digitally animated media. Therefore, this article explores the initial 12 principles with additions and variations suggested by artists and scholars over the last 30 years, and concludes with a reorganization and expansion of most of the principles’ content, a breakdown into sub points and an updated terminology to reconceptualize the 12 principles of animation for all animation techniques.
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Sun, Qiyun, Wanggen Wan, Xiang Feng, and Guoliang Chen. "A Novel Animation Method Based on Mesh Decimation." Journal of Advanced Computational Intelligence and Intelligent Informatics 22, no. 2 (March 20, 2018): 184–93. http://dx.doi.org/10.20965/jaciii.2018.p0184.
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Skeleton based skin deformation methods are widely used in computer animations, with the help of some animation software, like 3D Studio Max and Maya. Most of these animation methods are based on linear blending skinning algorithm and its improved versions, showing good real-time performance. However, it is difficult for new users to use these complicated softwares to make animation. In this paper, we focus on surface based mesh deformation methods. We use spokes and rims deformation method to animate mesh models. However, this method shows poor real-time performance with high-resolution mesh models. We propose a novel animation method based on mesh decimation, making it possible to animate high-resolution mesh models in real time with the spokes and rims method. In this way, users only need to control the movement of handles to acquire intuitively reasonable animation of arbitrary mesh model. It is easier and more convenient for users to make their own animation. The experimental results show that the proposed animation method is feasible and effective and shows great real-time performance.
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Hattler, Max. "The Abstracted Real: Speculations on Experimental Animated Documentary." International Journal of Film and Media Arts 6, no. 3 (December 31, 2021): 37–54. http://dx.doi.org/10.24140/ijfma.v6.n3.03.
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Max Hattler is an artist, researcher, curator and educator who works with abstract and experimental animation, video installation, and audio-visual performance. After studying in London at Goldsmiths and the Royal College of Art, he completed a doctorate in fine art at the University of East London. He is an assistant professor at the School of Creative Media, City University of Hong Kong. Hattler’s work has been shown worldwide, receiving prizes from Annecy Animation Festival, Prix Ars Electronica, Montreal Festival du Nouveau Cinéma, Punto y Raya Festival, Cannes Lions and London International Animation Festival, among others. He has published on expanded stereoscopic approaches in experimental filmmaking and the narrative potential of abstraction in animation. He has spoken widely at international conferences such as CONFIA, the Society for Animation Studies Conference, Animafest Scanner, Ars Electronica’s Expanded Animation Symposium and the Annual China Animation Studies Conference in Chengdu. Max Hattler is the co-founder and chairman of Relentless Melt, a Hong Kong-based society for the promotion, production and dissemination of abstract and experimental animation, which presents screenings in Hong Kong and internationally. He serves on the board of directors of the iotaCenter and the editorial boards of Animation: An Interdisciplinary Journal, and Animation Practice, Process & Production.
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Park, Gi-Ryung. "Japanese Experimental Animation in 1960s." Cartoon and Animation Studies 29 (December 31, 2012): 37–60. http://dx.doi.org/10.7230/koscas.2012.29.037.
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Widiawati, Widiawati, and Indah Widyaningrum. "Penggunaan Animasi Powerpoint dan Prezi pada Mata Kuliah Geometri Euclide di Perguruan Tinggi." Jurnal Pendidikan Matematika (JUDIKA EDUCATION) 3, no. 2 (December 29, 2020): 121–30. http://dx.doi.org/10.31539/judika.v3i2.1652.
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The purpose of this study was to find out the effect of using PowerPoint animation and Prezi usage on student learning outcomes and compare the differences between student learning outcomes using PowerPoint animation and Prezi. The method used is an experimental method with the Pattern Pretest-Posttest Control Group Design. The population in this study was all undergraduate students of Mathematics Education Study Program semester II at STKIP Muhammadiyah Pagaralam with a sample of two classes. Data collection techniques used are documentation and tests. Test data were analyzed through normality test calculation, homogeneity test, average one test and two average test with calculation using SPSS for windows. The results showed that there is an influence of using PowerPoint animation with ρ value 0.000 and Prezi ρ value 0.032 with student learning results and there is a difference between student learning outcomes using PowerPoint animation with Prezi with ρ value 0.006. In conclusion, there is a significant influence of the use of PowerPoint and Prezi animations on student learning outcomes and there are noticeable differences between the learning outcomes of students using PowerPoint animation and Prezi. The average student learning outcomes using PowerPoint animation are better than Prezi's.
Keywords: PowerPoint animation, Learning Outcomes, Prezi
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Ala, Ahmed Nasiru, Amos Ochayi Onojah, Abdullahi Mohammed Isyaku, and Hu'Aibu Bala Adamu. "Effects of Computer-Animation among NCE Students’ of Different Ability Levels in Biology Concepts in Bauchi State, Nigeria." International Journal of Education, Teaching, and Social Sciences 3, no. 2 (April 7, 2023): 160–72. http://dx.doi.org/10.47747/ijets.v3i2.892.
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Computer-animation is the use of computer device to create an illusion of moving images in sequential form. Computer-animations, when effectively used in teaching abstract and complex concepts especially in Biology, better performance could be granted. This study investigated the effects of computer-animation on NCE students with different ability levels in Biology concepts in Bauchi State, Nigeria. The objective of the study was to determine the effects of ability levels on NCE students’ performance when taught biology concepts using computer-animation-package. The study adopted quasi-experimental design. The population for this study comprised 2,594 Biology students in colleges of education in Bauchi State, while the target population was 878 NCE II Biology students. There are four NCE-awarding institutions in the State of which only two run Biology Education programme at the NCE level. Sixty NCE II Biology students participated (42 for experimental of 21 males, 21 females taught using animation-package and 18 for control group of 9 males and 9 females taught with lesson note). Six instruments were developed: animation-package, questionnaire, lesson notes, to-do lists, manual and test. The 6 instruments were validated but only the animation-package test items were pilot tested for reliability. The results were 0.432 for pretest, and 0.001 for posttest. Mean and standard deviation were used to answer research question. Analysis of Variance at 0.05 level of significance. The findings of the study revealed no significant difference in the performance of high ability, medium ability and low ability levels students, when taught biology concepts using computer-animation. The study concluded that computer-animation strategy enhanced NCE students’ academic performance in biology concepts irrespective of their ability levels. The implication is that computer-animation instructional strategies played significant role in the teaching and learning biology concepts among students with different ability levels in colleges of education in Bauchi State, Nigeria. The study recommended that lecturers of Biology in colleges of education to incorporate computer-animation into their teaching
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Taberham, Paul. "Defining experimental animation: A follow-up." Animation Practice, Process & Production 8, no. 1 (December 1, 2019): 11–31. http://dx.doi.org/10.1386/ap3_00002_1.
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This article offers further reflections on a chapter I published in the anthology Experimental Animation: From Analogue to Digital. I begin by exploring the reticence artists and critics have shown in attempting to define what experimental animation is, and I then offer a way to provide a definition without delimiting what it is or can be. Subsequent to this, three additional traits of experimental animation are added to the original list of defining features that were published in the original article. They are as follows: the subversion of unchecked assumptions about filmic experience, a willingness to potentially alienate viewers, and the application of symbolism in which viewers might not be able to discern the artist’s original intentions. Following this, the unique relationship experimental animation has with the commercial realm (notably in idents, title sequences and music videos) is also considered. Finally, the conclusion points towards the experimental animator’s creative process as a further avenue of exploration.
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Zhao, Licheng, and Kaixin Zhang. "Application of a Random Forest Algorithm in Natural Landscape Animation Design." Computational Intelligence and Neuroscience 2022 (May 25, 2022): 1–9. http://dx.doi.org/10.1155/2022/2820558.
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Natural landscape simulation is one of the most popular research contents in computer graphics in the field of research simulation system. The natural landscape animation scene can immerse viewers in the scene, and it is widely used in visual simulation systems. Simulating natural scenery on a computer is a powerful method for studying the rules of the scenery's growth process as well as the mystery of life. The simulation of natural scenery is of particular importance and has far-reaching implications. The most important aspect of optimizing natural landscape design is creating a natural landscape animation that users enjoy. This article proposes a natural landscape animation design method with a self-learning function based on this concept. The random forest model (RF) is introduced in this method and applied to the entire animation design process. RF can generate a learning model with user evaluation as the classification result to guide the automatic design of natural landscape animation, resulting in user-satisfying animations. Simultaneously, the RF-based natural landscape animation design can continuously update the learning model based on user needs and is self-learning. The experimental part of this article verifies the effectiveness of the natural landscape animation design proposed in this article by comparing the selection rate of user satisfaction and dissatisfaction scenes, and further demonstrates that the method in this article can improve the natural landscape. The market application value of user satisfaction generated by animation is high.
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Ma, Xiaolin, Mengmeng Zhu, and Hangqi Zhang. "Application Principle of Digital Animation Technology in Experimental Teaching." Review of Educational Theory 3, no. 1 (March 30, 2020): 58. http://dx.doi.org/10.30564/ret.v3i1.1624.
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With the continuous development and improvement of social science and technology, the “learning-oriented” teaching method is proposed, the traditional experimental teaching methods in colleges and universities are insufficient to meet the needs of experimental teaching. By studying the role and advantages of digital animation technology in experimental teaching, analyzing the application principle of digital animation in laboratory teaching, it is proposed to strengthen the application of digital animation technology in experimental teaching, give full play to the advantages of digital animation technology, and improve the quality of experimental teaching to promote students’ learning efficiency in experimental teaching.
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Zahra, Sadat Roozafzai, and Zaeri Parisa. "Digital dynamics: Exploring the intersection of AI, animation, and personalized learning." i-manager's Journal of Educational Technology 21, no. 1 (2024): 1. http://dx.doi.org/10.26634/jet.21.1.20850.
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This study investigates the transformative potential of integrating Artificial Intelligence (AI), animation, and personalized learning in contemporary education. Employing a mixed-methods approach involving interviews and experimental manipulations, the research examines the interconnectedness of these three domains and their collective impact on student engagement and English reading comprehension learning outcomes. The study employed a quasi-experimental design. Participants engaged in an 8-week AI-driven personalized learning intervention that incorporated animated content, with pre- and post-test assessments evaluating reading comprehension outcomes. Qualitative data from interviews provided further insight into the impact of animation and personalized learning on student engagement and comprehension. Findings reveal that AI-driven personalized learning, coupled with engaging animations, leads to enhanced learner motivation, improved knowledge retention, and higher academic performance. The integration of these elements creates an inclusive and adaptable learning environment, addressing the diverse needs of students. This research highlights the significance of interdisciplinary collaboration in educational innovation and emphasizes the vast potential that lies at the intersection of AI, animation, and personalized learning to revolutionize 21st-century education.
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Deng, Xi, Jieqing Lei, and Mobai Chen. "Application of VR in the Experimental Teaching of Animation Art." Mobile Information Systems 2021 (December 11, 2021): 1–7. http://dx.doi.org/10.1155/2021/4642850.
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As computer technology advanced, VR has emerged. It is a virtual environment based on high-tech computer technology that can bring people a sense of reality and sensory experience. Through specific devices or equipment, it uses unique means to interact and communicate with the target object in the virtual environment, so that the professor can get a sense of reality and immersive experience. In order to increase students’ interest in teaching content, and at the same time to develop the education industry to achieve technology, this article combines virtual reality technology with experimental teaching. The paper discusses the use of VR in animation art experimental teaching and plans to provide thoughts and instructions about the fresh way in animation experimental teaching. This paper proposes the application research methods of VR in animation experiment teaching, including literature research method, expert interview method, questionnaire survey method, VR animation art teaching based on image method, and VR animation teaching evaluation clustering algorithm, which is used for conducting research experiments on the utilization of VR in animation art experimental learning. The experimental results in this article show that 96.25% of students like animation art VR experimental teaching system, which is helpful to the development of the teaching work.
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Rogers, Hassan Bob, Dr Grace M. Orado, and Dr Mary Nasibi. "Computer 3D Animation Use and Its Effect on Secondary School Students’ Conceptual Understanding of Mammalian Circulatory System in Kiambu County, Kenya." International Journal of Research and Innovation in Social Science VII, no. VII (2023): 986–93. http://dx.doi.org/10.47772/ijriss.2023.70776.
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When students lack the basic information required to appreciate specific biological issues, they may believe biology is a difficult subject to learn. It may be easier to teach abstract biological processes or concepts in biology classes with the help of 3D computer animation, which may improve students’ recall and retention of knowledge of the lesson being taught and increase motivation and engagement in the learning process. The main objective of this study was to determine the effect of computer 3D animation in enhancing students ’conceptual understanding of the mammalian circulatory system: structures, functions, and blood circulation in the mammalian heart. The study design was quasi-experimental. In order to gather data before and after treatment, pretests and posttests were given to students placed in the experimental and control groups. One hundred sixty students, eighty in each group, comprised the study’s sample size. The performance of students in the experimental group showed that computerized 3D animation treatment was effective in improving students’ conceptual understanding of the mammalian circulatory system as well as their retention of key biological terminologies as compared to students in the control group taught using conventional techniques, which resulted in no significant change in performance-conceptual understanding. Pretest and post-test items were reviewed by biology teachers and subject experts before being administered to students to validate test items. Additionally, it is advised that teachers be given the fundamental training necessary to operate or handle C3D animations and that C3D animations be made available to teachers and students in school libraries.
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Liang, Li Kai, Qiang Tong, and Yuan Yuan Yin. "Animation Design and Exploration of Experimental Teaching in Analog Electronic Technology." Applied Mechanics and Materials 239-240 (December 2012): 1619–23. http://dx.doi.org/10.4028/www.scientific.net/amm.239-240.1619.
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This paper presents a modular experimental animation for experimental course for the analog electronic technology, which is an important means to improve the students' theory and practice. The design includes five modules: experimental purpose,instrument,principle,content and reports.Every module display corresponding content in the form of animation, and modular experimental animation show good interaction and strong operability. Animation design of the experiment has been successfully applied in the Shandong University at Weihai for several years and gets the recognition from the school leaders, teachers and students.
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Wu, Qiang. "Construction and 3D Simulation of Virtual Animation Instant Network Communication System Based on Convolution Neural Networks." Computational Intelligence and Neuroscience 2021 (August 28, 2021): 1–9. http://dx.doi.org/10.1155/2021/7277733.
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In recent years, great progress has been made in 3D simulation modeling of instant network communication system, such as the application of virtual reality technology and 3D virtual animation online modeling technology. Facing the increasing demand of different industries, how to build an instant network communication system for 3D virtual animation has become a research hotspot. On this basis, the construction method of fast instant network communication system based on convolutional neural network and fusion morphological 3D simulation model is studied. This paper analyzes the research status of instant network communication system. The experiment optimizes and improves the shortcomings of the current research hotspot of virtual animation instant network communication system and takes the morphological 3D simulation model fusion as the core for in-depth optimization. Finally, the experimental results show that the fusion morphological 3D simulation model can reconstruct the standard 3D virtual animation model according to different needs and can quickly model the optimization strategy according to the local differences of different animations. The response accuracy of the network communication system reaches 97.7%.
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Zhang, Weihua, and Sang-Bing Tsai. "A Corpus-Based and Complex Computing Digital Media System for 3D Animation." Wireless Communications and Mobile Computing 2021 (December 22, 2021): 1–12. http://dx.doi.org/10.1155/2021/7578957.
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In this paper, we design a corpus-based 3D animation digital media system to improve the accuracy of 3D animation generation and realize crossplatform animation display. The corpus module extracts high-precision data through web crawling, web cleaning, Chinese word separation, and text classification steps; the character animation generation module uses the semantic description method to expand the frame information description of the extracted data, calculates the object spatial 3D coordinates, and uses the built-in animation execution script to generate 3D character animation; the improved digital media player module uses the improved digital media player to realize crossplatform display of 3D character animations using the improved digital media player. By constructing multidimensional character relationships and combining multiple visualization methods, the complex and multifaceted social relationship network is made available to users in an intuitive and more acceptable and understandable mode. Through a large number of user surveys, it is proved that the visual analysis method combining real social and virtual social proposed in this paper provides a more adequate and reliable basis for friend recommendation and social network analysis; the combination of multiple character relationships with geographical information and the use of visualization to describe multidimensional historical character relationships provides a new research perspective for the research and exploration of humanistic neighborhoods. The experimental results prove that the designed system can effectively read known contents and extract keywords and generate 3D animation based on keyword features, with a high accuracy rate, fast response time, small frame loss rate, and crossplatform display animation advantages.
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Li, Yuhui, and Wenjing Zhuge. "Application of Animation Control Technology Based on Internet Technology in Digital Media Art." Mobile Information Systems 2022 (April 6, 2022): 1–11. http://dx.doi.org/10.1155/2022/4009053.
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The advent of the Internet era has endowed artistic creation with new forms and connotations, and more and more digital media technologies have entered the stage of artistic creation and exhibition. At the same time, Internet technology has also provided more abundant artistic resources and art forms for digital media art for reference. With the development of animation control technology, various character animations present three-dimensional visual effects. Digital media art has emerged as a new concept in the field of multimedia applications and the integration and development of various technologies such as intelligent technology, network technology, media technology, and art design. This makes the art present a three-dimensional beauty with the support of modern high-tech technology. This paper mainly discusses the application of animation control technology in digital media art under the support of Internet technology. This paper also studies the artistic effect of digital media art under animation control technology. Through experimental research, this paper shows that the application of animation control technology in digital media art can improve the vividness of animation characters and promote the integration of digital media technology and culture and art. The fidelity to its simulated reality reaches 98.99%, and the actual effect achieved in the process of digital media art design work is completed, thereby realizing a large number of character animation scenes.
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Ye, Fan. "Application of Photoshop Graphics and Image Processing in the Field of Animation." Journal of Sensors 2021 (October 18, 2021): 1–18. http://dx.doi.org/10.1155/2021/8677479.
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With the rapid development of digital art and machine science and technology, the production form of modern animation tends to be diversified, and with the important role of animation color in the animation film foil and rendering, more and more attention was paid by the animation design industry. Computer graphic technology is a new type of artistic creation method, and its birth and development are closely related to computer technology. The purpose of this paper is to make some analysis and induction from the perspective of science and technology and culture and to explore the application of Photoshop graphics and image processing technology in the field of animation. First, the definition of “animation” and the extension of the animation category are introduced. Then, the main functions of Photoshop image processing technology are described in detail. According to the research content, this paper designs a self-made experimental short film “future city.” After the simulation of experimental animation film and the setting and positioning of the experimental scene, Photoshop software was used to show the animation scene. The experimental results show that the color changes in the short film “future city.” After the saturation of sunny scenery is reduced by 3 points and the brightness is reduced by 20 points and the filter, mode change, and color adjustment are carried out, a complete rainy scenery can be obtained. The self-made experimental short film has guiding significance for the creation and practice.
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Zhuang, Muyang. "Animation of Experiment: The Science Education Film and Useful Animation in China." Animation 18, no. 2 (July 2023): 152–66. http://dx.doi.org/10.1177/17468477231182914.
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From the early 1950s to the mid-1990s, the People’s Republic of China (PRC) produced numerous science education films. Many utilized animated effects, such as illustrations, maps and cartoons, to promote the reception of scientific knowledge and ideological messages by audiences. Current scholarship on Chinese animation history stresses films made by the Shanghai Animation Film Studio, neglecting animation created by filmmakers in science education film studios. In this article, the author argues that the history of useful animation in science education films provides a different approach to understanding Chinese animation as the animation of experiment. Animation functioned as scenes of experiment that enabled science education films to deliver messages of knowledge; they also inspired amateur experiment with animated filmmaking and experimental animation practices in the post-socialist era. This article analyses animation for science education films, amateur animation practices and experimental works inspired by, or that benefited from, science education filmmaking. It will enrich the scholarship on Chinese animation and shed new light on the history of Chinese animation and film culture in the PRC.
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Rashid, Nida, Nadira Khanum, and Fazil Rahim Khan. "The Effect of Animation as a Teaching Tool on Students’ Learning – an Experimental Study." Media Literacy and Academic Research 7, no. 1 (2024): 129–44. http://dx.doi.org/10.34135/10.34135/mlar-24-01-07.
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This study aims to explore the effect of animation on students’ learning process and compare the learning outcomes between animation-based and traditional teaching methods. The research questions hypothesize that animation enhances the learning process, attention, retention, reproduction and motivation in students. This study employed quantitative methodology by using an experiment involving two separate groups: the experimental group, which received instruction with animated videos, and the control group, which received a traditional teaching method. The sample size consisted of 170 students, with an equal distribution of male and female participants from grade levels 3 to 6, with 85 students in each group. The analysis of the data reveals that animation has a significant effect on the learning process. Students exposed to animation-based teaching methods exhibit higher levels of attention retention, better reproduction of learned material, and increased motivation compared to those following traditional teaching methods. These findings support the created research questions that animation positively influences students’ learning outcomes.
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Saryglar, S. V. "COMPUTER ANIMATION IN 7TH GRADE ALGEBRA LESSONS: RESULTS OF EXPERIMENTAL WORK." Bulletin of Krasnoyarsk State Pedagogical University named after V.P. Astafyev 58, no. 4 (December 30, 2021): 126–33. http://dx.doi.org/10.25146/1995-0861-2021-58-4-310.
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Statement of the problem. The article deals with the problem of visualization in teaching mathematics using animated drawings. The purpose of the article is to present the analysis of the experimental work on computer animation in the GeoGebra environment as a means of improving mathematical education at school. Research methodology. The methodological foundations of the research include activity-based, informational and visual approaches to teaching mathematics, a synthesis of the author’s work experience in testing computer animation at school. Research results. The results of the experimental work confirmed the expediency of using computer animation in the process of teaching algebra in the 7th grade (educational activity of students increased, as well as interest in research work and quality of mastering mathematical knowledge and skills). Conclusion. The use of computer animation in math lessons at school increases the level of understanding and assimilation of mathematical knowledge by providing clear illustrations of mathematical concepts and statements. The analysis of experimental work using the animation capabilities of computer environments shows an increase in the technological equipment of modern mathematics teachers, which help them achieve higher educational results.
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Kim, Yejin, and Myunggyu Kim. "Data-Driven Approach for Human Locomotion Generation." International Journal of Image and Graphics 15, no. 02 (April 2015): 1540001. http://dx.doi.org/10.1142/s021946781540001x.
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This paper introduces a data-driven approach for human locomotion generation that takes as input a set of example locomotion clips and a motion path specified by an animator. Significantly, the approach only requires a single example of straight-path locomotion for each style expressed and can produce a continuous output sequence on an arbitrary path. Our approach considers quantitative and qualitative aspects of motion and suggests several techniques to synthesize a convincing output animation: motion path generation, interactive editing, and physical enhancement for the output animation. Initiated with an example clip, this process produces motion that differs stylistically from any in the example set, yet preserves the high quality of the example motion. As shown in the experimental results, our approach provides efficient locomotion generation by editing motion capture clips, especially for a novice animator, at interactive speed.
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Selby, Andrew. "Experimental Animation in a Post-Critical Age." International Journal of the Arts in Society: Annual Review 3, no. 4 (2009): 1–6. http://dx.doi.org/10.18848/1833-1866/cgp/v03i04/35510.
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Islam, Baharul, Arif Ahmed, Kabirul Islam, and Abu Kalam Shamsuddin. "Child Education Through Animation: An Experimental Study." International Journal of Computer Graphics & Animation 4, no. 4 (October 31, 2014): 43–52. http://dx.doi.org/10.5121/ijcga.2014.4404.
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Ploetzner, Rolf, Sandra Berney, and Mireille Bétrancourt. "When learning from animations is more successful than learning from static pictures: learning the specifics of change." Instructional Science 49, no. 4 (May 26, 2021): 497–514. http://dx.doi.org/10.1007/s11251-021-09541-w.
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AbstractThe results of three meta-analyses show that the effectiveness of learning from animations, when compared to learning from static pictures, is rather limited. A recent re-analysis of one of these meta-analyses, however, supports that learning from animations is considerably more effective than learning from static pictures if the specifics of the displayed changes need to be learned. In order to further validate this finding as well as to clarify the educational strengths and weaknesses of animations and static pictures, an experimental study with three groups was conducted. Overall, 88 university students participated in the study. One group of learners (n = 30) watched a single picture of a gear mechanism, one group of learners (n = 28) watched four pictures, and one group of learners (n = 30) watched an animation. All groups had to identify specific motions and spatial arrangements covered by the gear mechanism. While learners who watched the animation exhibited the best performance with respect to the identification of motions, learners who watched the pictures showed the best performance with respect to the identification of spatial arrangements. The effect sizes are large. The results of the study help to clarify when animations and when static pictures are most suitable for learning.
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Sarzi-Ribeiro, Regilene Aparecida, and João Victor Kurohiji Bonani. "EXPERIMENTAÇÕES ARTÍSTICAS NA ANIMAÇÃO OCIDENTAL: BEGONE DULL CARE." Arteriais - Revista do Programa de Pós-Gradução em Artes 5, no. 8 (July 6, 2020): 72. http://dx.doi.org/10.18542/arteriais.v5i8.8918.
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ResumoO presente artigo tem como tema a animação experimental e suas características, campo repleto de inovações técnicas e artísticas que é mantido à margem dos estudos sobre o cinema animado. Portanto, tem como objetivos definir certas características de uma animação experimental e identificar e descrever traços e características do que se considera uma animação experimental no curta animado “Begone Dull Care” (1949) de Norman McLaren (1914-1987) e Evelyn Lambart (1914-1999) através de uma pesquisa teórica, bibliográfica e descritiva do tipo qualitativa, de natureza básica/pura a partir da coleta de dados e análise documental que compreende a identificação, verificação e apreciação de documentos (bibliográficos e obras audiovisuais) com determinados fins, como análise de conteúdo por meio da descrição do filme de animação “Begone Dull Care” (1949). Diferente da animação comercial que tem como objetivo comercial agradar o público sem a preocupação da satisfação artística ou pessoal dos animadores dos estúdios, e buscar soluções formais que facilitem a produção em larga escala dos filmes animados, a animação experimental vai se distinguir por experimentações técnicas e estéticas que desafiam os limites da linguagem e ampliam seu potencial expressivo. Com caráter de vanguarda, voltada à criação artística e à experimentação, a animação experimental terá desenvolvimento na Europa do início do séc. XX. Artistas como McLaren e Oskar Fischinger exploraram técnicas que ampliam o potencial plástico das animações. O termo incorporou diversas nomenclaturas ao longo dos anos como animação independente ou de autor. “Begone Dull Care” é produto desse espírito que desafia o tradicional através de experimentações. Nele, McLaren utiliza o método de animação direto sobre a película e sincroniza cores e formas gráficas animadas pelo som de jazz. McLaren e Lambart adotam formas simplificadas e abstratas para maior liberdade de criação e, durante tal processo empírico, incorporam imprevistos, acidentes e materiais não convencionais como potencializadores da expressividade através de suas experimentações com a materialidade do filme.AbstractThe present article has as its theme the experimental animation and its characteristics, a field full of technical and artistic innovations that is kept aside from the studies on animated cinema. Therefore, it aims to define certain characteristics of an experimental animation and to identify and describe traits and characteristics of what is considered an experimental animation in the animated short film Begone Dull Care in Norman McLaren’s (1914-1987) and Evelyn Lambart (1914). Bibliographical and audio-visual works with a specific purpose, such as the identification, verification and evaluation of documents (bibliographical and audiovisual works), of a basic / pure nature, based on data collection and documentary analysis, as content analysis through the description of the animated film “Begone Dull Care” (1949). Unlike commercial animation that aims to please the public without the concern of the artistic or personal satisfaction of studio animators, and seek formal solutions that facilitate the large-scale production of animated films, the experimental animation will be distinguished by technical experimentation and aesthetics that challenge the limits of language and amplify its expressive potential. With avant-garde character, focused on artistic creation and experimentation, the experimental animation will be developed in Europe at the beginning of the century. XX. Artists like McLaren and Oskar Fischinger explored techniques that amplify the plastic potential of animations. The term has incorporated several nomenclatures over the years as independent or author animation. “Begone Dull Care” is a product of this spirit that challenges the traditional through experimentation. In it, McLaren uses the direct animation method on the film and synchronizes colors and graphic shapes animated by the sound of jazz. McLaren and Lambart adopt simplified and abstract forms for greater freedom of creation and, during such an empirical process, incorporate contingencies, accidents and unconventional materials as enhancers of expressiveness through their experimentation with the materiality of the film.
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Ji, Yuanyuan, and Shengfang Zhang. "Integration and Application of Animation Production Simplification in a VR Virtual Reality Teaching System." International Journal of Emerging Technologies in Learning (iJET) 11, no. 10 (October 27, 2016): 37. http://dx.doi.org/10.3991/ijet.v11i10.6267.
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This study designed a teaching system based on the animation model, which focuses on VR virtual reality technology and incorporates the improved computer animation modeling technique. The whole system is composed of three main parts, including the front-end animation model, the rear-end background model and the dynamic audio model. In particular, the use of the simplified animation technology makes it easy to operate the system. On this basis, this study followed the idea of comparing experimental teaching to test the results of applying this system in the experimental class and the control class in the course of 3D animation production. The results confirmed that the system has a positive effect in enhancing students’ interest in learning, practical ability, maturity of space cognition and so on.
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Fan, Liheng, Meng Lu, Xiuxiu Qi, and Jie Xin. "Do Animations Impair Executive Function in Young Children? Effects of Animation Types on the Executive Function of Children Aged Four to Seven Years." International Journal of Environmental Research and Public Health 19, no. 15 (July 23, 2022): 8962. http://dx.doi.org/10.3390/ijerph19158962.
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This study used a three (animation types: educational, entertainment, and control groups) × four (age group: four-, five-, six-, and seven-year-olds) between-group experimental design to investigate the short-term effects of animation type and age on each component of children’s executive function (EF) (inhibitory control [IC], cognitive flexibility [CF], and working memory [WM]). One hundred twenty-six kindergarten and first-grade elementary school students in a city in Henan Province of China were selected for the experimental study. The results showed that briefly watching animation affected children’s EF. Specifically, watching entertainment cartoons weakened children’s IC and CF, while cartoons did not affect children’s WM. The moderating effect of age in the relationship between animation type and EFs was non-significant. This study suggests that researchers should focus on the uniqueness of each component of EF in children aged four to seven years, and parents should try to limit children’s viewing of animation, especially entertainment animation.
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Manan, Mohd Shahrudin Abd, Xuefeng Wang, Saiful Hasley bin Ramli, and Mohd Hazwan Mohd Puad. "Developing A Teaching Method for Animation Creation: A Quasi-Experiment to Assess Creativity Performance During the Animation Pre-Production Process." International Journal of Religion 5, no. 11 (July 5, 2024): 2978–97. http://dx.doi.org/10.61707/1ht1g474.
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The application of design thinking has been extensively used in the design and non-design sectors. There are numerous ways in which design thinking is applied and they vary depending on context. Existing research on complex animation design thinking is still relatively limited. Research on design thinking in animation can help inexperienced animators to create efficiently and avoid aimless creation patterns. The core of design thinking is human-centered problem-solving. Animation films as a kind of product serving the public, and many design details involved in its’ design process are also from a human-centered perspective. This study analyzes the nature of design thinking and uses creative methods as supporting tools to form a framework of animation design thinking for a teaching method. The framework was divided into three phases: the problem analysis stage (dominated by rational thinking), the idea generation stage (dominated by perceptual thinking), and the specialized information processing stage (dominated by rational thinking). The framework will be used as a guiding strategy to guide and influence the thinking patterns of beginning animation designers in universities and colleges in Mainland China. Since the population involved in this study is mainly concentrated on animation beginners. The research method used in this study is a pretest-posttest design in a quasi-experimental design on two natural classes on campus, which are randomly assigned to the control group and experimental group, a total of 47 bachelor's degree students in an animation-related major program. The experimental data from the pretest and posttest were collected and analyzed quantitatively in a paired-sample T-test. The experimental results showed that the animation design thinking framework has a significant impact on student creativity in the comparative effects of the pretest and posttest.
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Nurnaifah, Ihfa Indira, Mariani Akhfar, and Sukmawati Said. "The Effect of Using Animation Media on Students' Physics Learning Outcomes in Linear Motion Material." Jurnal Ilmiah Pendidikan Fisika 8, no. 1 (March 25, 2024): 136. http://dx.doi.org/10.20527/jipf.v8i1.11530.
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This quasi-experimental research was conducted with the aim of 1) comparing the learning outcomes of students taught conventionally and those taught using animation media and 2) calculating the value of the influence of using animation media on student learning outcomes. The experimental research design used in this research is in the form of a nonequivalent control group design with a test as the research instrument, carried out at the research's beginning (pretest) and end (posttest). The sample classes in this study are two classes that were taken using the cluster random sampling method. The results obtained are: 1) The average physics learning outcomes of students in the experimental class are higher than the average learning outcomes in the control class, and 2) There is a significant difference in learning outcome scores between classes that have been taught using animation media compared to conventional classes so that animation media has an influence on students' physics learning outcomes in Pinrang. The research becomes a reference for physics teachers in Pinrang who use animation media in the learning process.
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Hansen, S. J. R., B. Hu, D. Riedlova, R. M. Kelly, S. Akaygun, and A. Villalta-Cerdas. "Critical consumption of chemistry visuals: eye tracking structured variation and visual feedback of redox and precipitation reactions." Chemistry Education Research and Practice 20, no. 4 (2019): 837–50. http://dx.doi.org/10.1039/c9rp00015a.
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This mixed method study investigation uses eye tracking and qualitative analysis to investigate the impact of animation variation and visual feedback on the critique of submicroscopic representations of experimental phenomena. Undergraduate general chemistry students first viewed an experimental video of a precipitation or oxidation reduction (redox) reaction. Next, they viewed the corresponding animations and were shown a visualization of where they had looked. Critique of the chemically relevant features in the animations and viewing pattern were monitored using participant generated drawings, verbal responses, graphic organizers, and eye tracking. Viewing and critique of chemically relevant features were found to increase after engaging with structured animations and visual feedback. Findings from this study support the use of structured variations and visual feedback in developing critical consumers of visual information, empowering students to describe and develop their understanding of chemical phenomena and become more purposeful visual consumers.
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Yuan, Chunrong, Irene Cheng, Anup Basu, and Hanspeter A. Mallot. "Optic-Flow Based Motion Analysis for Animation." International Journal of Virtual Reality 9, no. 4 (January 1, 2010): 49–53. http://dx.doi.org/10.20870/ijvr.2010.9.4.2789.
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Creating graphics animations is often a tedious process that requires days of content creation to make even a short video. In this work, we investigate the role of optic flow in making it easier to automate certain steps in creating animated clips. More specifically, we look into how optic flow can be used to detect and model natural events, such as, waterfall, rainfall, snowfall and so on. An algorithm that can not only detect 2D flow, but also track feature points reliably over video frames is described; followed by experimental results demonstrating its ability in motion analysis and motion synthesis. An example of the steps involved in creating a short animation is also outlined
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Damayanti, Damayanti, Triana Asih, and HRA Mulyani. "EFEKTIVITAS MODEL PEMBELAJARAN PBL (PROBLEM BASED LEARNING) DENGAN SOAL ANIMASI TERHADAP NILAI KOGNITIF SISWA KELAS XI SMA NEGERI 1 JABUNG." EDUBIOLOCK 3, no. 2 (September 24, 2022): 1–8. http://dx.doi.org/10.24127/edubiolock.v3i2.2845.
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This study aimed to determine the effectiveness of the PBL (Prob1em Based Learning) model with animation questions on the cognitive values of class XI students on the Human Movement System at SMAN 1 Jabung. This type of research was quasi-experimental using a non-equivalent control group design technique. The researcher used 2 sample groups, namely Class XI IPA 2 as an experimental class with 29 students using the PBL (Problem Based Learning) model with animation questions and class XI IPA 1 as a control class with 30 students using the PBL (Problem Based Learning) model. ) without animation problems. The instrument in this study used a test in the form of multiple choice questions, namely pretest and posttest. Based on the results of the study using the t-test from the post-test results of the experimental class was 78.84 and the control class 65.2 obtained tscore> t-table (17.48>2.00). Then the effectiveness of the PBL (Problem Based Learning) model with animation questions was known by the gain score in the experimental class of 0.55 (medium). The control class had a gain score of 0.32 (medium). So it can be concluded that the class that uses the PBL (Problem Based Learning) model with animation questions and the class that used the PBL (Problem Based Learning) model without the animation problem were both effective in increasing the cognitive value of the XI science class students at SMA Negeri 1 Jabung.
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Siregar, Nur Milan, and Nidaul Hasanah Siregar. "Innovation Management Arabic Language Learning Based on Multimedia Audio Visual Animation Increase Learning Class VIII MTs N 4 North Padang Lawas." Tadbir : Jurnal Studi Manajemen Pendidikan 7, no. 2 (June 7, 2023): 369. http://dx.doi.org/10.29240/jsmp.v7i2.7060.
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Animated audio-visual media is a learning media that can help increase the interest in learning students of Class VIII MTs. N 4 North Padang Lawas in following the teaching and learning process in the classroom. Eliminate the saturation of student learning, especially in Arabic subjects who have only used classical learning methods such as: lecture methods. Therefore, this animation media can display audio visual animation learning in Arabic not only for entertainment alone for students. This media can also provide information about Arabic language learning and display animated videos containing Arabic learning in accordance with grade VIII student level material. Making this animaton media using the plotagon application, the creation of this animation media has been explained in chapter two and the image in in the documentatio setion. This research uses a type of qualitative research with an experimental approach and ADDIE research and development which must produce a product in learning. There are stages of research carried out as follows: 1) stages of analysis, 2) stages of design, 3) stages of development, 4) stages of implementation, 5) stages of evaluation. Research has been assessed by validators who are active in digital learning media.
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Perrott, Lisa. "Experimental animation and the neosurrealist remediation of popular music video." Animation Practice, Process & Production 8, no. 1 (December 1, 2019): 85–106. http://dx.doi.org/10.1386/ap3_00006_1.
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Once appearing to function primarily as a commercial tool for popular entertainment, the popular form of music video has recently been exposed by scholars as formally and functionally diverse, with a rich history stretching back decades before the advent of MTV. Animated music videos owe much to centuries old traditions spanning the visual, musical and performing arts, providing performative and material models that inspire contemporary video directors. Experimental animation, surrealism and music video form a matrix of historical and contemporary significance; however, few scholars have undertaken close examinations of the relations between them. John Richardson and Mathias Korsgaard show how music video directors have employed surrealist compositional strategies together with experimental animation methods, thus giving rise to challenging new forms that traverse disparate approaches to art and culture. Building upon their contributions, this article explores the continuity between experimental animation, surrealism and music video, with a view to discovering the subversive potential of this matrix. In order to probe this potential, the author examines how music video directors experiment with animation technique as a means of subversion and enrichment of popular music video. Through close analysis of music videos directed by Adam Jones, Stephen Johnson, Floria Sigismondi and Chris Hopewell, this article charts the continuity of surrealist strategy across culturally specific moments in history, thus provoking questions around the perceived functions of animated media and popular music video.
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Nidiansyah, Rafinur, Arif Sulistiyono, and Pandan Pareanom Purwacandra. "Penciptaan Karya Film Animasi 2D “Miliv” Dengan Teknik Hybrid." Journal of Animation and Games Studies 5, no. 1 (July 23, 2019): 057–76. http://dx.doi.org/10.24821/jags.v5i1.2800.
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When human realize that they are not as they appear, it causes personal conflicts in humans, there are two sources that come from inside and outside. With animated films that have become increasingly popular with various groups, the creation of the animated film “MILIV” as one of media delivery in the form of visual and media delivery messages contained in the film.With the concept of hybrid, it combines stopmotion animation techniques, rotoscope, and digital animation, creating an experimental genre animation work with its unique visual style.The animated film “MILIV” tells of a bird who is too late to realize his true identity and is trapped in comfort zone. Contemplation became the main goal in this animated film “MILIV”Keywords: Film, MILIV, Hybrid, Rotoscope, Stopmotion, Experimental, Animation
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Hidayati, Awanis. "Development of “Kenalada” Animation Media as A Learning Media During The Covid-19." International Journal of Applied Guidance and Counseling 3, no. 1 (January 31, 2022): 31–38. http://dx.doi.org/10.26486/ijagc.v3i1.2291.
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This study aims to develop animation media in improving student learning outcomes in learning the characteristics and competencies of Elementary School Children Materials for Elementary School Children's Needs (KENALADA) for Guidance and Counseling Study Program students, FKIP UNTAN Pontianak. Animation media is one example of the use of technology in supporting the learning process. This media can increase the enthusiasm and attention of students to learn, especially during the pandemic when all learning is required online. This study uses the Research and Development (RD) method using five stages, namely the ADDIE Model: Analysis, Design, Development, Implementation, and Evaluation. The form of experiment in this research is posttest only design. This study used the entire population as a sample, namely the Guidance and Counseling Study Program class A as the experimental class and the Guidance and Counseling Study Program in class B as the control class. The experimental class in its learning uses animation media and the control class in its learning does not use animation media. The test results in the experimental class showed a higher score than the class that did not use animation media, so that animated video media was effective in learning.
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Cruz, Vanessa B. "Brave New World: Where Does Experimental Animation Belong?" Design Principles and Practices: An International Journal—Annual Review 4, no. 2 (2010): 259–66. http://dx.doi.org/10.18848/1833-1874/cgp/v04i02/37872.
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Lisda, Wa, Muhammad Asfah Rahman, and Haryanto Atmowardoyo. "The Use of Macromedia Flash Animation to Enhance Students’ English Writing Skill at the Seventh Grade of SMP Yapis 1 Fakfak-West Papua." ELT Worldwide: Journal of English Language Teaching 2, no. 2 (January 10, 2016): 45. http://dx.doi.org/10.26858/eltww.v2i2.1687.
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This research is conducted to find out: (1) whether the use of Macromedia Flash Animation enhance students' writing skill or not; (2) the students' interest in English writing class using Macromedia flash animation; (3) whether student's interest have relationship to student's writing ability or not. The research employs the quasi-experimental method. The sample consists of 51 students which belongs to two groups; 27 students in the experimental group and 24 students in the control group. The data are collected by writing test (pre-test and post-test) and questionnaire which is analyzed through SPSS 20.0. In conducting the research, the researchers applies Macromedia Flash Animation as the medium to the experimental group while the teacher in the control group uses power point presentation. The research results indicated that Macromedia Flash Animation can enhance students' English writing skill at the seventh-grade students of SMP Yapis 1 Fakfak-West Papua in academic year 2014/2015. Although the mean score of the experimental group is higher than the mean score of the control group, it does not show a significant difference (73.93>70.33). Therefore, based on pair test, the result shows that the mean score of pre-test and post-test in the experimental group are significantly different (55.41-73.93). Moreover, based on the students' response on the questionnaire, it is found that the mean score is 80.15 which was categorized “interested”. The Pearson’s r for correlation shows that the correlation coefficient between students’ interest and students’ writing ability is 0.891, with the sig. (2 tailed) value is less than 0.05 indicates that there is a strong, significant and positive correlation between students’ interest and students’ writing ability. Specifically, the research result indicates that Macromedia flash animation is interesting and effective to enhance students’ writing skill. Key words: Macromedia flash animation, writing skill, interest.
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Ambarita, Rosmita, Vera Kristiana, and Ratna Sari Dewi. "IMPROVING STUDENTS’ ABILITY IN SPEAKING TROUGH ANIMATION MOVIE." PHILOLOGY Journal of English Language and Literature 2, no. 2 (August 2, 2022): 85–90. http://dx.doi.org/10.32696/pjell.v2i2.1351.
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The objectives of the study were to investigate whether any significant difference in the improvement of students’ ability in story retelling using animation movie and without using animation movie. The total number of populations were 150 students. The sample in this study was 20 students. The researcher carried out an experimental study using statistical method called t-test. The researcher used two groups: experiment group and control group. In the control group the researcher used written text story, while in the experiment group, the researcher used animation movie. The data showed that the mean score of pre-test in experimental class was 73.5, while the mean score of pre-test in control group class was 74. Meanwhile, the mean score of post-test in experimental class was 78.1, and the mean score of post-test in control group class was 74.8. The statistical analysis showed that the minimum gained score of experimental class was 3 and the minimum gained score of control group class was 0. While, the highest gained score of experimental class was 8 and control group class was 2. The average gained score of experimental class was 4.6, and for control group class were 0.8. It can be concluded that the students’ speaking skill in experimental class that were given by the treatment through animation movie were improved more effectively than the control group.
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Krakowiak, Anna. "Inspirations, techniques and institutionality. Animation in Józef Robakowski’s experimental oeuvre." Studia Filmoznawcze 45 (July 16, 2024): 145–58. http://dx.doi.org/10.19195/0860-116x.45.7.
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Józef Robakowski’s cinematic oeuvre functions mainly as an experimental form of audiovisual art exhibited in gallery spaces. In his avant-garde activities this intermedia artist, associated with the Film Form Workshop, often used techniques of animated film, as is evidenced by the author’s textual analysis of the films: Market (1970), Test 1 (1971), Test II (1971), Dynamic Rectangle (1971), 22x (1971), Impulsator (2000), Impulsator VI (2001), Attention Light! (2004). The analysis focuses on the techniques used by Robakowski as well as his potential or explicit inspirations. Creating experimental animations, often in the spirit of “pure film”, the avant-gardist has been appropriated by other scholarly disciplines such as art history or new media. The aim of this article is to include Józef Robakowski in the discourse of film studies: to demonstrate his stance as an animator over the course of his artistic work to date, but above all to place him in the history of Polish animated film.
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Li, Xiang Hui, and Myeong Sam Kim. "An Educational Method for Creation of Animation Story Using AI through Self-Directed Learning." Korea Institute of Design Research Society 8, no. 3 (September 30, 2023): 342–51. http://dx.doi.org/10.46248/kidrs.2023.3.342.
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In this study, the possibility of an animation story education method using AI was identified. First, as a theoretical background, we identified Keller's ARCS theory, animation story creation and education methods, self-directed learning, and generative AI as a learning motivation design model. Additionally, a new method of creating animation stories using generative AI was proposed. In the experiment, 40 subjects were divided into 20 groups of two each, and one person was randomly selected and divided into a control group and an experimental group to conduct a comparative experiment. And the results were verified with t-test. Based on Keller's ARCS theory, a learning motivation theory, through the concepts of attention and relevance, the number of instructors' instruction was used as the main parameter. The experimental results extracted valid results using AI for 12 groups and invalid results for 8 groups. The results of the study showed that the number of teachers' guidance in the traditional method, which was the comparison group, was high, and in the experimental group using AI, it was relatively low. Therefore, we proposed a new creation method that reduces teacher intervention by integrating animation story, teaching method, and AI use in the animation story creation education method, and secured its possibility.
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Sukasih, Sukasih, and Sunarti Sunarti. "Pengaruh Penggunaan Media Animasi terhadap Motivasi Belajar IPS." Proceedings Series on Social Sciences & Humanities 3 (June 1, 2022): 166–73. http://dx.doi.org/10.30595/pssh.v3i.374.
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This research takes the theme of learning media. This research was conducted in the fifth grade of SD Negeri Kalirejo, Bagelen, Purworejo. The purposes of this study are (1) to describe the social studies learning process by using animation media, (2) to find out how much students' learning motivation before and after using animation media, (3) to find out the effect of using animation media on students' social studies learning motivation. The design of this study uses a full experimental design (true experimental design) through pretest and posttest. The pretest and posttest were carried out in the same group. The subjects or population in this study were fifth grade students at SD Negeri Kalirejo, Bagelen, Purworejo, Academic Year 2020/2021. The data sampling technique was carried out by interview and observation questionnaires. While the data were analyzed descriptively and inferentially. The results of the research show that: (1) The use of animation media in social studies learning is carried out through the planning, implementation and evaluation stages. (2) There is an increase in students' learning motivation for social studies after using animation media compared to before using animation media from what was in the moderate category to the very good category. (3) There is an effect of using animation media on social studies learning motivation of fifth grade students at SD Negeri Kalirejo, Bagelen, Purworejo.
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Kristiandar, Fadilah Yulia, Kamidjan Kamidjan, and Heru Wiyadi. "THE EFFECT OF E-LEARNING THROUGH AUDIO-VISUAL ANIMATION MEDIA TOWARDS LEARNING OUTCOMES OF THIRD GRADE ELEMENTARY SCHOOL." IJPSE : Indonesian Journal of Primary Science Education 1, no. 1 (November 30, 2020): 101–7. http://dx.doi.org/10.33752/ijpse.v1i1.1105.
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The purpose of this research were to determine the result of the influence of Audio-visual-based animation media on learning the students of the third grade Elementary School on a 7 subthemes learning energy source 1. This type of research uses pre-experimental research subject in the third grade SDN Kepanjen 1 Jombang for experimental class. Data collecting technique uses observation, documentation and tests. The results of data analysis techniques show that by using audio-visual based animation media the learning process is more meaningful and students do not feel bored. Animation is a moving picture accompanied by sound, arranged in orderly manner following the set of motion at each additional count of time. The audio-visual-based animation is made through the powtoon applications. from the pretest and posttest they got the average score of pretest was 67.88 and posttest was 81.92. it can be concluded that there was a positive influence on the use of audiovisual- based animation media on learning of a 7 subthemes learning energy source 1.
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Weng, Wuwen. "Interactive Design and Production of Live-Action Stop-Motion Animation Based on Digital Media." Mobile Information Systems 2022 (June 24, 2022): 1–11. http://dx.doi.org/10.1155/2022/1706563.
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As a form of animation that is closest to the essence of movies among all kinds of animation, stop-motion animation is deeply loved by people and has a lot of room for development in the new era. The steady progress of science and technology has raised people’s requirements for the presentation form of stop-motion animation. People are no longer satisfied with the design of stop-motion animation, which only unilaterally transmits information to the audience and does not interact with the audience. To meet people’s needs, this paper applied the augmented reality technology of digital media to the design and production of live-action stop-motion animation. It used 3D tracking and registration technology to integrate virtual characters into real-life stop-motion animation, and presented it to the audience through augmented reality equipment to improve the interaction between real-life stop-motion animation and the audience. Finally, this paper conducted an experimental design on the fluency, accuracy, animation playback, and user satisfaction of the real-life stop-motion animation of augmented reality. The results showed that the smoothness and accuracy of the live-action stop-motion animation using the augmented reality technology of digital media have been correspondingly improved, and the user’s satisfaction with the augmented reality live-action stop-motion animation has increased by 3.1%. The augmented reality technology of digital media has greatly improved the interaction between live-action stop-motion animation and the audience and promoted the development of live-action stop-motion animation.
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Ji, Yuanyuan, and Yajuan Liu. "Development of Intelligent Teaching System Based on 3D Technology in the Course of Digital Animation Production." International Journal of Emerging Technologies in Learning (iJET) 11, no. 09 (September 29, 2016): 81. http://dx.doi.org/10.3991/ijet.v11i09.6116.
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In recent years, the 3D digital technology based on computers and the Internet has developed rapidly, and people have realized the visual and 3D observation of the real world. The visual and 3D characteristics of this technology completely conform to the teaching objective of the digital animation course. Thus, developing a 3D intelligent teaching system and applying it in the course of digital animation production have a profound practical significance. This study used digital animation production as the experimental course, comparatively analyzed the difference in teaching effect of using the 3D intelligent teaching system in the course of digital animation production, and provided theoretical and data supports for the application of that system in the course of digital animation production and college education.