Relevant bibliographies by topics / Instructional animations

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Instructional animations'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Instructional animations.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Instructional animations"

1

Lucas, Terry, and Ruslan Abd Rahim. "The Similarities and Nuances of Explicit Design Characteristics of Well-Received Online Instructional Animations." Animation 12, no. 1 (March 2017): 80–99. http://dx.doi.org/10.1177/1746847717690671.

Full text
Abstract:
Online learning is becoming more prevalent throughout the years and there are various methods available to learn via the internet, one of which is by watching educational videos from online streaming sites such as YouTube. With the increasing availability of instructional animations on the internet, it can be beneficial to know how well-received instructional animations are designed. Hence, this explorative article focuses on a hybrid of directed and interpretive content analysis study of explicit design characteristics and visual representations of these animations. Animation samples for the study were selected from established educational animation content creators on YouTube using several criteria. Aspects such as design characteristics and visual representations were analysed and discussed in relation to the Cognitive Theory of Multimedia Learning principles and a characterization system of expository animation. Based on this approach, common characteristics and unique approaches to creating well-received instructional animations for online viewing are found. Thus, by being able to identify and being aware of these salient design characteristics (i.e. visual representations, sound and visual cues), educators and animation designers can incorporate them in their own instructional animations.
APA, Harvard, Vancouver, ISO, and other styles
2

Sathe, Kaivalya. "Generating Animations from Instructional Text." International Journal of Advanced Trends in Computer Science and Engineering 9, no. 3 (June 25, 2020): 3023–27. http://dx.doi.org/10.30534/ijatcse/2020/81932020.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

McClean, Phillip, Christina Johnson, Roxanne Rogers, Lisa Daniels, John Reber, Brian M. Slator, Jeff Terpstra, and Alan White. "Molecular and Cellular Biology Animations: Development and Impact on Student Learning." Cell Biology Education 4, no. 2 (June 2005): 169–79. http://dx.doi.org/10.1187/cbe.04-07-0047.

Full text
Abstract:
Educators often struggle when teaching cellular and molecular processes because typically they have only two-dimensional tools to teach something that plays out in four dimensions. Learning research has demonstrated that visualizing processes in three dimensions aids learning, and animations are effective visualization tools for novice learners and aid with long-term memory retention. The World Wide Web Instructional Committee at North Dakota State University has used these research results as an inspiration to develop a suite of high-quality animations of molecular and cellular processes. Currently, these animations represent transcription, translation, bacterial gene expression, messenger RNA (mRNA) processing, mRNA splicing, protein transport into an organelle, the electron transport chain, and the use of a biological gradient to drive adenosine triphosphate synthesis. These animations are integrated with an educational module that consists of First Look and Advanced Look components that feature captioned stills from the animation representing the key steps in the processes at varying levels of complexity. These animation-based educational modules are available via the World Wide Web at http://vcell.ndsu.edu/animations . An in-class research experiment demonstrated that student retention of content material was significantly better when students received a lecture coupled with the animations and then used the animation as an individual study activity.
APA, Harvard, Vancouver, ISO, and other styles
4

Boucheix, Jean-Michel, Richard K. Lowe, and Aurélia Bugaiska. "Age Differences in Learning from Instructional Animations." Applied Cognitive Psychology 29, no. 4 (April 7, 2015): 524–35. http://dx.doi.org/10.1002/acp.3131.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Mukagihana, Josiane, Florien Nsanganwimana, and Catherine M. Aurah. "How Pre-service Teachers Learn Microbiology using Lecture, Animations, and Laboratory Activities at one Private University in Rwanda." International Journal of Learning, Teaching and Educational Research 20, no. 7 (July 30, 2021): 328–45. http://dx.doi.org/10.26803/ijlter.20.7.18.

Full text
Abstract:
Observing classroom practices and checking the effect of instructional methods on academic achievement are crucial in the teaching and learning process. The present study was aimed at discovering the dominating pre-service biology teachers’ and instructors’ activities in microbiology classes and their respective effects when animations–based instructions and small-group laboratory activities are used. An equivalent time-series design was applied using a small group of participants in year two biology education (N=30, 16 female and 14 males), and a pre-test was used as a pre-intervention comparison test, while a post-test alternated with interventions. Classroom Observation Protocol for Undergraduate STEM (COPUS) was used to record classroom activities. Before using its inter-rater agreement reached 80%. Pre-service Biology Teachers Achievement Test (PBTAT) with a Pearson’s r reliability of .51 served to measure instructional methods' effect on academic achievement. It was found that the main teaching methods were activities, lectures and animation classes, while group work and instructors moving among the students and guiding them characterized small-group laboratory activity classes. All interventions improved pre-service biology teachers’ academic achievement; however, a statistically significant difference (df=28, p<.05) existed between interventions where small group laboratory activities proved a considerable effect size (d=3.86). No statistically significant difference (df=1, p>.05) was found regarding gender after interventions. However, females scored better than males after the lecture and laboratory methods, while the opposite happened after animation-based instruction. Therefore, we recommend using small-group laboratory activities that promote active learning through student small-group work to improve pre-service biology teachers’ academic achievement in biology.
APA, Harvard, Vancouver, ISO, and other styles
6

Rekik, Ghazi, Yosra Belkhir, Mohamed Jarraya, Mohamed Amine Bouzid, Yung-Sheng Chen, and Cheng-Deng Kuo. "Uncovering the Role of Different Instructional Designs When Learning Tactical Scenes of Play through Dynamic Visualizations: A Systematic Review." International Journal of Environmental Research and Public Health 18, no. 1 (December 31, 2020): 256. http://dx.doi.org/10.3390/ijerph18010256.

Full text
Abstract:
Dynamic visualizations such as videos or animations have been developed to exchange information that transforms over time across a broad range of professional/academic contexts. However, such visual tools may impose substantial demands on the learner’s cognitive resources that are very limited in current knowledge. Cognitive load theory has been used to improve learning from dynamic visualizations by providing different instructional designs to manage learner cognitive load. This paper reviews a series of experimental studies assessing the effects of certain instructional designs on learning of tactical scenes of play through dynamic visualizations. An electronic database search was performed on the Web of Science and PubMed/Medline databases from inception to July 2020 using a combination of relevant keywords. Manual searches were also made. The search was limited to English language. A total of 515 records were screened by two researchers using the Population/Intervention/Comparison/Outcome(s) (PICO) criteria. The quality and validity of the included studies were assessed using “QualSyst”. Learning indicators in students and/or players (male and female) at any age category and competitive level were considered. Eleven studies met the inclusion criteria for this review, which focused on the effects of four instructional designs (i.e., using static visualizations, employing sequential presentation, applying segmentation, and decreasing presentation speed) on learning various game systems through dynamic visualizations. These studies indicate that (i) the effectiveness of all instructional designs depend upon the level of learners’ expertise when learning soccer/Australian football scenes through animations/videos, (ii) the effectiveness of using static visualizations instead of animations/videos showing soccer/basketball scenes depend upon the type of the depicted knowledge (i.e., motor knowledge or descriptive knowledge) for novice learners, (iii) the effectiveness of employing static visualizations and decreasing presentation speed when learning soccer/basketball scenes from animations/videos depend upon the level of content complexity, for novice learners. The current review demonstrated important practical implications for both coaches and physical education teachers using either animations and/or videos to communicate game systems. Indeed, findings suggested that adapting instructional designs to the level of learners’ expertise, type of depicted knowledge, and level of content complexity is a crucial part of effective tactical learning from dynamic visualizations.
APA, Harvard, Vancouver, ISO, and other styles
7

Pink, Annabel, and Philip M. Newton. "Decorative animations impair recall and are a source of extraneous cognitive load." Advances in Physiology Education 44, no. 3 (September 1, 2020): 376–82. http://dx.doi.org/10.1152/advan.00102.2019.

Full text
Abstract:
Working memory is critical for learning but has a limited capacity for processing new information in real time. Cognitive load theory is an evidence-based approach to education that seeks to minimize the extraneous (unnecessary) load on working memory to avoid overloading it. The “seductive details effect” postulates that extraneous load can come from instructional design materials that attract interest but are unrelated to, and impair, learning. Presentation packages, such as Microsoft PowerPoint, have built-in decorative animated “GIFs” that are designed to make presentations more visually appealing. The aim of the study was to investigate the effect of such “decorative” animations on learning and working memory performance. We found that students were less able to recall content presented in the presence of a decorative but relevant animation compared with a still image. This effect was found with two different topics (human physiology and enzyme kinetics). Compared with still images, students also found it harder to remember animations themselves, and the self-reported mental workload required to remember them was higher. These results show that decorative animations are seductive details and are thus a source of extraneous cognitive load.
APA, Harvard, Vancouver, ISO, and other styles
8

Bradley, Lucy, Leslie Towill, Jean Stutz, and Robert Roberson. "Conversion of Introductory Plant Biology Course and Lab to Web-Based Distance Ed Course." HortScience 41, no. 4 (July 2006): 1002D—1002. http://dx.doi.org/10.21273/hortsci.41.4.1002d.

Full text
Abstract:
Conversion of the introductory plant biology course for non-majors from a lecture/lab format to a web-based course was a collaborative project between the Department of Plant Biology and the Instructional Support group at ASU. This course provides an introduction to biology through the world of plants by including lectures and laboratory activities that examine plant systems. The project was undertaken to provide students with an asynchronous opportunity to participate in either the course, the lab, or both. There were three distinct phases of implementation of the multimedia website: Design, Development, and Delivery. The design phase was driven by the faculty, who, along with graduate assistants, developed the course outline and content. They gathered images, identified concepts to be animated, and created storyboards to layout the sequence in the animation. The development stage was driven by the Instructional Designers who selected the appropriate media for animations and worked with developers to create them. The delivery phase was again driven by the professors. They implemented the website as a teaching tool, gathered feedback from students and teaching assistants, and worked with instructional designers and multimedia developers to improve the site. A wide variety of on-line multimedia components were incorporated into the website, including illustrations, images, animations, interactive modules, video and text. Three separate media packages were used: MacroMedia Flash (Macromedia, 2000), Director Shockwave (Macromedia, 2000), and QuickTime (Apple, Inc. 2000). Findings from surveys of students, faculty, and staff identified positive regard for the site as a whole. Several technological and logistical challenges were encountered and addressed.
APA, Harvard, Vancouver, ISO, and other styles
9

Ayres, Paul, and Fred Paas. "Making instructional animations more effective: a cognitive load approach." Applied Cognitive Psychology 21, no. 6 (2007): 695–700. http://dx.doi.org/10.1002/acp.1343.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Windschitl, Mark. "Instructional animations: The in-house production of biology software." Journal of Computing in Higher Education 7, no. 2 (March 1996): 78–94. http://dx.doi.org/10.1007/bf02948595.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Instructional animations"

1

Rowe, Daniel Taylor. "Using Graphics, Animations, and Data-Driven Animations to Teach the Principles of Simple Linear Regression to Graduate Students." BYU ScholarsArchive, 2004. https://scholarsarchive.byu.edu/etd/6.

Full text
Abstract:
This report describes the design, development, and evaluation of the Simple Linear Regression Lesson (SLRL), a web-based lesson that uses visual strategies to teach graduate students the principles of simple linear regression. The report includes a literature review on the use of graphics, animations, and data-driven animations in statistics pedagogy and instruction in general. The literature review also summarizes the pertinent instructional design and development theories that informed the creation of the lesson. Following the literature review is a description the SLRL and the methodologies used to develop it. The evaluation section of the report details the methods used during the formative and summative evaluation stages, including results from a small-group implementation of the SLRL. The report concludes with a review of the product's strengths and weaknesses and the process' strengths and weaknesses.
APA, Harvard, Vancouver, ISO, and other styles
2

Khacharem, Aimen. "Apprentissage de Scènes de Football Animées : Effet des Designs Pédagogiques et de L'expertise." Thesis, Aix-Marseille, 2013. http://www.theses.fr/2013AIXM4113.

Full text
Abstract:
Comment les animations pédagogiques doivent-elles être conçues pour améliorer l'apprentissage? Quels sont les facteurs qui doivent être pris en compte lors de du design des animations? Les récents progrès dans le domaine d'enseignement assisté par ordinateur ont permis de créer des visualisations dynamiques telles que les animations pour présenter des informations dynamiques qui changent au cours du temps et dans l'espace. Cependant, plusieurs recherches ont montré que les animations imposent de lourdes demandes sur les ressources de la mémoire de travail entraînant une diminution des résultats d'apprentissage. En se basant sur une perspective de la charge cognitive, nous avons essayé de manager la charge cognitive imposée par des animations de football à travers l'utilisation de différents designs pédagogiques. Les résultats ont indiqué des interactions significatives entre ces designs et le niveau d'expertise des joueurs, conduisant au phénomène connu sous le nom d'effet du renversement de l'expertise. Selon cet effet, les designs pédagogiques qui sont efficaces pour les joueurs novices peuvent devenir inefficaces, voire même nuisibles pour les joueurs experts. Les résultats soulignent l'importance d'ajuster les designs pédagogiques aux changements du niveau d'expertise du joueur
How instructional animations should be designed in order to enhance learning? What factors need to be taken into account in the design of animations? Recent advances in computer-based instruction have made it possible to produce dynamic visualizations such as animations to depict dynamic information that change over time and space. However, there has been increasing evidence accumulated that animations often impose significant working memory demands resulting in decreased learning outcomes. Based on a cognitive load perspective, in this thesis, we tried to effectively manage cognitive load imposed by soccer animations through the use of different forms of instructional designs. The results indicated significant interactions between these instructional designs and levels of player expertise, leading to the phenomenon known as the expertise reversal effect. According to this effect, the instructional designs that are effective for novice players may become ineffective or even detrimental for expert players. The findings argue for the importance of tailoring instructional designs to changing levels of player expertise
APA, Harvard, Vancouver, ISO, and other styles
3

Wayanti, Rina. "Interactive multimedia instruction for teaching western animation /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487947501136876.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Fischer, Sebastian. "Temporal manipulations in instructional animation design is attention guiding thought?" Berlin Logos-Verl, 2008. http://d-nb.info/989530914/04.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Wong, Alice Yee Kit Carleton University Dissertation Psychology. "The use of animation in computer assisted instruction." Ottawa, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Seay, A. Fleming. "Assessing the centrality of motion in instructional multimedia : algorithm animation revisited." Thesis, Georgia Institute of Technology, 1999. http://hdl.handle.net/1853/29370.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Wyatt, Frank Houston. "Total animation: A multimedia computer resource program for secondary art education." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1308.

Full text
Abstract:
This HyperStudio animation project covers the basic concepts, techniques, and procedures in producing animation. The purpose of this program is to furnish the user with enough information that will serve as a basic foundation to produce a simple animation for themselves.
APA, Harvard, Vancouver, ISO, and other styles
8

Moremoholo, Tsekelo P. "The role of animation in the comprehension of visually illustrated instructional messages." Thesis, [Bloemfontein?] : Central University of Technology, Free State, 2009. http://hdl.handle.net/11462/37.

Full text
Abstract:
Thesis (M. Tech.) -- Central University of Technology, Free State, 2009
Contradictory results are reported regarding the value of external representations such as dynamic and static visuals in a learning environment (Lowe 1999; Hanzen, Narayanan & Hegarty 2002; Weiss, Knowlton and Morrison 2002; Bodemar, Ploetzner, Feuerlein & Spada 2004; Bodemar & Ploetzner 2004; Moreno & Valdez 2005; Höffler & Loetner 2007). Some of the recent findings indicate little or no significant differences between static and dynamic visuals. This study looks at studies that used a variety of external representations to facilitate different learning tasks. A ―two journal article‖ format was adopted for Chapter 2 and 3 respectively. The first article, i.e. Chapter 2, is a review of the literature and provides a theoretical background to the research topic. Chapter 2 reviews theories and empirical studies regarding learning with text, dynamic and static visuals, and examines the conditions under which external representations facilitate learning. Subjects‘ prior knowledge, the content of the instructional material and the testing method are but some of the variables that can determine if graphic medium can increase a subject‘s comprehension and if such comprehension can be accurately measured. Chapter 2 also presents a model that suggests how dynamic and static visuals can be used in a learning environment. The second article, i.e. Chapter 3, presents an animation for a specific learning task in order to test the hypothesis that this external representation may improve the comprehension of a linear scientific process. Tertiary students (N = 61) participated in a pre-test and post-test experimental study during which they were exposed to 4 treatment variables: text (T), video and text (VT), illustration and text (IT), and animation and text (AT). It was hypothesised that the group who received the animation and text treatment would comprehend the linear process better than the control group (text only) and the other two groups (text and illustration; text and video). The question that was asked to explore this comparison therefore was: Can animation be used to improve comprehension of instructional text? The results indicate that no significant differences in achievement existed among the treatment groups. The results of the study show that dynamic visuals with text can have essentially the same effect on students' understanding of a particular process as static visual with text. It is further acknowledged that the subjects‘ prior knowledge, the content of the instructional material and the testing method are but some of the variables that can determine if an external representation can increase a subject‘s comprehension and if such comprehension can be accurately measured.
APA, Harvard, Vancouver, ISO, and other styles
9

Hutcheson, Tracy. "The Effectiveness of animation and narration in computer-based instruction /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq22083.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Leung, Pok Yin. "Put it together : animating machine assembly instructions for novices." Thesis, Massachusetts Institute of Technology, 2016. http://hdl.handle.net/1721.1/106371.

Full text
Abstract:
Thesis: S.M., Massachusetts Institute of Technology, Department of Architecture, 2016.
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Page 101 blank. Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 99-[100]).
We are no longer satisfied with rapid prototyping machines! The new frontier in digital fabrication is the rapid prototyping of rapid prototyping machines. Using modular electronics and robotic parts, the essence of machine making now lies in part assembly. With the advancement of online education, how will schools teach part assembly? How will Makers share the knowledge of putting things together? Traditional assembly instructions designed with text, diagrams and images are often not effective in showing complex assembly motions, and are poorly adapted to large complex machines. Demonstration videos are expensive to produce, and they are limited to a single camera view. Put It Together is a new digital workflow that consists of two parts: (1) A CAD plugin that allows machine designers to easily create assembly animations, and (2) an interactive web player that allows novices to view the animation. Starting with a CAD model, designers can easily create and edit an animation using a visual graph. The software interprets the graph and creates a step-by-step 3D animation. Novices can view the animation using a web browser, interact with the viewing angle, and progress at their own pace. The web player was tested, developed, and evaluated through multiple workshops in which students learned machine assembly with successive versions of the player, and proved its value in an educational environment. Other potential applications of the Put It Together approach, beyond machine assembly, include self-assembled furniture, DIY projects and toys.
by Pok Yin Leung.
S.M.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Instructional animations"

1

1968-, Hykade Andreas, ed. The animation pimp. Boston, MA: AWN Press, 2007.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

S, Wagon, ed. Animating calculus: Mathematica notebooks for the laboratory. New York: W.H. Freeman, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Packel, Edward W. Animating calculus: Mathematica notebooks for the laboratory. New York: TELOS, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Ledoux, Trish. The complete anime guide: Japanese animation video directory & resource guide. Issaquah, Wash: Tiger Mountain Press, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Ledoux, Trish. The complete anime guide: Japanese animation video directory & resource guide. 2nd ed. Issaquah, Wash: Tiger Mountain Press, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

1940-, Patten Frederick Walter, and Ranney Douglas Mackay 1954-, eds. The complete anime guide: Japanese animation film directory & resource guide. Issaquah, wa: Tiger Mountain Press, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Québec (Province). Direction de l'enseignement catholique. Linking the activity bank for pastoral animation at the elementary level with the Catholic religious and moral instruction: Elementary school curriculum. [Québec]: Gouvernement du Québec, Ministère de l'éducation, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Steven, Heller. Becoming a digital designer: A guide to careers in Web, video, broadcast, game and animation design. Hoboken, N.J: John Wiley, 2007.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Graham, Dan. Dan Graham: 20 février-19 avril 1987, ARC (Animation, recherche, confrontation), Musée d'art moderne de la ville de aris. Paris: Musée d'art moderne de la ville de Paris, 1987.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

James, Todd. Todd James. [New York, N.Y.?]: Henry Moore Foundation, 2002.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Instructional animations"

1

Ayres, Paul, Juan C. Castro-Alonso, Mona Wong, Nadine Marcus, and Fred Paas. "Factors that impact on the effectiveness of instructional animations." In Advances in Cognitive Load Theory, 180–93. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429283895-15.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Wong, Anna, Nadine Marcus, and John Sweller. "Instructional Animations: More Complex to Learn from Than at First Sight?" In Human-Computer Interaction – INTERACT 2011, 552–55. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23768-3_80.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Kelly, Resa M. "Exploring the Instructional Use of Contrasting Molecular Animations of a Redox Reaction." In ACS Symposium Series, 117–36. Washington, DC: American Chemical Society, 2016. http://dx.doi.org/10.1021/bk-2016-1235.ch007.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Wong, Mona, Juan C. Castro-Alonso, Paul Ayres, and Fred Paas. "The effects of transient information and element interactivity on learning from instructional animations." In Advances in Cognitive Load Theory, 80–88. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429283895-7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Khan, S. "The Future of Computer Simulations Designed for Classroom Instruction." In Pedagogic Roles of Animations and Simulations in Chemistry Courses, 341–65. Washington, DC: American Chemical Society, 2013. http://dx.doi.org/10.1021/bk-2013-1142.ch014.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Kong, Suran. "Research on Professional Animation Instruction Resources Library Based on Green Network Environment." In Lecture Notes in Electrical Engineering, 429–34. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-40618-8_56.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Morimoto, Kazunari, Takao Kurokawa, and Syouhei Kawamura. "Improvements and Evaluations in Sign Animation Used as Instructions for Stomach X-Ray Examination." In Lecture Notes in Computer Science, 607–14. Berlin, Heidelberg: Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11788713_90.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Kalimuthu, Ilavarasi. "Improving Understanding and Reducing Secondary School Students’ Misconceptions about Cell Division Using Animation-Based Instruction." In Overcoming Students' Misconceptions in Science, 283–306. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3437-4_15.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Martínez-Jiménez, J. M., P. Martínez-Jiménez, F. Zafra-López, and E. Casado-Revuelta. "Design of a windows software for elastic field simulation: Application to visualization and animation of a rectangular piece in a projection with a load on the end." In Computer Aided Learning and Instruction in Science and Engineering, 298–305. Berlin, Heidelberg: Springer Berlin Heidelberg, 1996. http://dx.doi.org/10.1007/bfb0022619.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Abdalla, Mohamed Khamis Tolba Mahmoud. "Three Dimensional Virtual Laboratories and Simulations for Education." In Handbook of Research on Immersive Digital Games in Educational Environments, 167–200. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5790-6.ch007.

Full text
Abstract:
This chapter provides a detailed study of the current literature surrounding instructional animation. After discussing definitions and classifications of these technologies, the chapter reviews how they can be differentiated from games. The chapter covers subtypes of instructional animation, including experiential, symbolic, and forms considered animation but lacking criteria of effective animation. The three types differ in some points. Important criteria must be considered before, during, and after designation when designing educationally effective software of these animations. If simulations are prepared according to evidence-based guidelines mentioned in the chapter, many benefits will be developed, including pedagogical, motivational, and daily life profits. However, disadvantages exist. Criticisms in literature will be mentioned on an evidence-based level.
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Instructional animations"

1

Reddy, Usha M., Bhaskar N. Sripada, and Roshni Kulkarni. "How to Teach Medical Concepts Using Animations by Designing Multimedia Instructional Application." In 2006 IEEE International Conference on Systems, Man and Cybernetics. IEEE, 2006. http://dx.doi.org/10.1109/icsmc.2006.384977.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Fenrich, Peter. "Instructional Design Tips for Virtually Teaching Practical Skills." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2752.

Full text
Abstract:
What can you do to virtually teach the hands-on skills traditionally taught in labs? If you include simulations, active experimentation, discovery-learning techniques, numerous questions with detailed feedback, video, animations, and photographs, you can effectively teach practical hands-on skills through multimedia technology. Through discussion and demonstration, this session will highlight practical tips for implementing the instructional development cycle as well as uncommon but effective instructional design strategies for teaching practical skills. Some of the highlighted programs (such as a virtual chemistry lab) have pushed the boundaries of what can be accomplished with multimedia technology. By the end of this interactive session, participants (who can range from novices to experts) should be able to identify computer-based training applications that effectively use multimedia technology, generate examples of where new media technology can be appropriately used to virtually teach hands-on skills, and decide where to incorporate the strategies shown into their computer-based training productions.
APA, Harvard, Vancouver, ISO, and other styles
3

Hennig, Markus, and Bärbel Mertsching. "Study-related Use of Instructional Videos by Undergraduate Engineering Students." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8207.

Full text
Abstract:
In this paper, a questionnaire-based survey on the use of online videos by undergraduate engineering students for study-related purposes is presented. Over the last few years, a large number of instructional videos has been uploaded to websites such as YouTube. Due to the widespread distribution of high-speed internet connections and (mobile) devices, such as smartphones or laptops, which are nowadays routinely used by students, online videos are also frequently used in higher education. While much research on this subject focuses on Massive Open Online Courses (MOOCs) or flipped classroom approaches, this survey examines use of videos for self-study, complementary to traditional face-to-face courses. Furthermore, we analyze the acceptance of a characteristic video production style, which uses specific 3D animations to clarify complex connections between technical and mathematical aspects. The results indicate extensive use of short videos which address subjects that are particularly difficult for the students. This survey can help educators to develop an impression of current video use by undergraduate engineering students. In this paper, a questionnaire-based survey on the use of online videos by undergraduate engineering students for study-related purposes is presented. Especially over the last few years, a large number of instructional videos has been uploaded to websites such as YouTube. Due to the widespread distribution of high-speed internet connections and (mobile) devices, such as smartphones or laptops, which are nowadays routinely used by students, online videos are also frequently used in higher education. While much research on this subject focuses on Massive Open Online Courses (MOOCs) or flipped classroom approaches, this survey examines usage behavior concerning the apparently much more common use of videos for self-study, complementary to traditional face-to-face courses. Furthermore, we analyze the acceptance of a characteristic video production style using specific 3D animations to clarify complex connections between technical and mathematical aspects. The results indicate that short videos addressing subjects that are particularly difficult for the students are extensively used. Additionally, this survey can help educators to develop a realistic understanding of current video use by undergraduate engineering students.
APA, Harvard, Vancouver, ISO, and other styles
4

Murray, Meg, and Mario Guimaraes. "Animated Courseware Support for Teaching Database Design." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3310.

Full text
Abstract:
Database technologies are a core component of computing technology curricula. Their importance will only continue to expand as more and more data are retained in database systems. An effective database system is predicated on a good data model. Database design is the conceptualization of an underlying data model that progresses from identifying user requirements to graphically depicting those requirements and finally mapping the graphical models to a set of tables implemented in a physical database system. The abstract nature of much of database design makes it challenging to teach. This paper presents a set of software animations designed to support the teaching of database design concepts. Topic areas covered include mapping problem descriptions to Entity Relationship (ER) diagrams, mapping ER diagrams to tables, normalization and denormalization and comparison of various ER notation sets. The animations are fairly intuitive to use and are independent of any specific database text or product. They are intended to provide supplemental instructional support and also provide students with additional learning opportunities.
APA, Harvard, Vancouver, ISO, and other styles
5

Fenrich, Peter. "What Can You Do To Virtually Teach Hands-on Skills?" In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2879.

Full text
Abstract:
What can you do to virtually teach the hands-on skills traditionally taught in labs? If you include simulations, active experimentation, discovery-learning techniques, numerous questions with detailed feedback, video, animations, and photographs, you can effectively teach practical hands-on skills through multimedia technology. Through discussion and demonstration, this session will highlight practical tips for implementing the instructional development cycle as well as uncommon but effective instructional design strategies for teaching practical skills. Some of the highlighted programs (such as a virtual chemistry lab) have pushed the boundaries of what can be accomplished with multimedia technology. By the end of this interactive session, participants (who can range from novices to experts) should be able to identify computer-based training applications that effectively use multimedia technology, generate examples of where new media technology can be appropriately used to virtually teach hands-on skills, and decide where to incorporate the strategies shown into their computer-based training productions.
APA, Harvard, Vancouver, ISO, and other styles
6

Yüksel, Sedat, and Mestan Boyaci. "EXAMINING EFFECT OF ANIMATION APPLICATIONS ON STUDENT ACHIEVEMENT IN SCIENCE AND TECHNOLOGY COURSE." In 1st International Baltic Symposium on Science and Technology Education. Scientia Socialis Ltd., 2015. http://dx.doi.org/10.33225/balticste/2015.51.

Full text
Abstract:
The aim of this study was to determine whether or not animation applications affect student achievement in science and technology course. For this purpose, effect of constructive approach supported by animations in the instruction of the unit “Living Organisms and Energy” to the 8th grade students on their academic achievement was investigated. This unit was taught to the experimental group using a constructivist approach supported by animations and to the control group using a constructivist approach without animations. For data collection, an achievement was developed and administered to experimental and control groups as pre-tests and post-tests. Collected data was analyzed using t-test and MANOVA. As a result of the research, it was revealed that supporting the constructivist approach with animations was more effective in increasing academic achievement. Key wordThe aim of this study was to determine whether or not animation applications affect student achievement in science and technology course. For this purpose, effect of constructive approach supported by animations in the instruction of the unit “Living Organisms and Energy” to the 8th grade students on their academic achievement was investigated. This unit was taught to the experimental group using a constructivist approach supported by animations and to the control group using a constructivist approach without animations. For data collection, an achievement was developed and administered to experimental and control groups as pre-tests and post-tests. Collected data was analyzed using t-test and MANOVA. As a result of the research, it was revealed that supporting the constructivist approach with animations was more effective in increasing academic achievement. Key words: animation, constructivist science education, teaching supported by computer. s: animation, constructivist science education, teaching supported by computer.
APA, Harvard, Vancouver, ISO, and other styles
7

Kaipa, Krishnanand, Carlos Morato, Boxuan Zhao, and Satyandra K. Gupta. "Instruction Generation for Assembly Operations Performed by Humans." In ASME 2012 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/detc2012-71266.

Full text
Abstract:
This paper presents the design of an instruction generation system that can be used to automatically generate instructions for complex assembly operations performed by humans on factory shop floors. Multimodal information—text, graphical annotations, and 3D animations—is used to create easy-to-follow instructions. This thereby reduces learning time and eliminates the possibility of assembly errors. An automated motion planning subsystem computes a collision-free path for each part from its initial posture in a crowded scene onto its final posture in the current subassembly. Visualization of this computed motion results in generation of 3D animations. The system also consists of an automated part identification module that enables the human to identify, and pick, the correct part from a set of similar looking parts. The system’s ability to automatically translate assembly plans into instructions enables a significant reduction in the time taken to generate instructions and update them in response to design changes.
APA, Harvard, Vancouver, ISO, and other styles
8

Mariappan, Jawaharlal, Angela Shih, Peter G. Schrader, and Robert Elmore. "Scenario-Based Learning and Multimedia in Improving Engineering Education." In ASME 2004 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2004. http://dx.doi.org/10.1115/detc2004-57704.

Full text
Abstract:
Use of multimedia and new technologies has become very common in education and the corporate training industry. Unlike text-on-the-screen (page-turner) instructions, multimedia based interactions involve audio, video, animation and rich graphics. These attributes are very appealing to learners, and have become the predominant approach to deliver self-paced learning material. The use of multimedia and computer-based training has improved web-based as well as computer-based training and instructional delivery tremendously. However, providing an authentic learning experience requires much more than multimedia. It requires an active learning approach built on sound principles of instructional design. Scenario Based Learning (SBL) is an effective pedagogical approach which utilizes new technology and provides an excellent framework for active learning. This paper presents a SBL approach and its application to teach engineering. This approach will engage learners, increase their interest, improve knowledge retention, and facilitate understanding of the physical meaning behind abstract concepts.
APA, Harvard, Vancouver, ISO, and other styles
9

Toogood, R. W. "A Work Cell Animator for Robotics Instruction." In ASME 1991 International Computers in Engineering Conference and Exposition. American Society of Mechanical Engineers, 1991. http://dx.doi.org/10.1115/cie1991-0139.

Full text
Abstract:
Abstract For introductory robotics courses with high student/robot ratios, the lack of robotic hardware can be a problem in providing adequate hands-on experience with robot programming. Used in place of actual robots, computer animation can provide an acceptable substitute to gain insight into robot kinematics and programming. As well, the animation can be used to verify robot programs developed off-line as to movement sequence, illegal moves, and obstacle avoidance. This paper presents a detailed analysis of an algorithm used in a microcomputer animation of a robot moving in a work cell. Topics discussed include representation of the robot and objects in the work cell, specification of the view frame, perspective projection, and several techniques for producing the animation.
APA, Harvard, Vancouver, ISO, and other styles
10

Hassan, Anuar, Ahmad Zamzuri Mohamad Ali, and Mohd Najib Hamdan. "Instructional animation, segmentation and user control strategies." In 2015 International Conference on Science in Information Technology (ICSITech). IEEE, 2015. http://dx.doi.org/10.1109/icsitech.2015.7407782.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Instructional animations' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography