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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.
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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.
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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.
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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 joueurHow 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
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Wayanti, Rina. "Interactive multimedia instruction for teaching western animation /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487947501136876.
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Fischer, Sebastian. "Temporal manipulations in instructional animation design is attention guiding thought?" Berlin Logos-Verl, 2008. http://d-nb.info/989530914/04.
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Wong, Alice Yee Kit Carleton University Dissertation Psychology. "The use of animation in computer assisted instruction." Ottawa, 1994.
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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.
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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.
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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.
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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.
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Thesis (M. Tech.) -- Central University of Technology, Free State, 2009Contradictory 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.
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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.
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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.
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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.
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Zavotka, Susan. "Three Dimensional Computer Graphics Animation: A Tool for Spatial Skill Instruction." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1391763214.
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Baker, Patti R. "Computer generated animation in the classroom : teachers' perceptions of instructional uses and curricular impact /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487265555439694.
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Vance, Alexander Phillip. "The Use of Graphics, Animation, and Interactivity in a Computer-Based Lesson on Light in Digital Space." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd714.pdf.
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Koo, Sze-tak, and 顧士德. "Can animations assist lower-ability students in learning biology." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960972.
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Lee, Sookyoung. "The effects of computer animation and cognitive style on the understanding and retention of scientific explanation." Diss., Virginia Tech, 1996. http://hdl.handle.net/10919/39687.
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Advances in computer technology have made it possible for educators to develop their own multimedia instructional materials using visuals such as animation. Despite the increased use of animation in the multimedia instructional materials, there is still relatively little research regarding the way in which students benefit from the attributes of computer animation. As a result, additional studies on the instructional attributes of animation are required to confirm the animation effect in the learning process.
The purpose of this study was to investigate the effect of animation in the enhancement of the problem-solving and retention of scientific concepts in computer based modules across learners possessing different cognitive styles. In this study, 121 undergraduate and graduate students were classified as field-independent, field-neutral, or field-dependent as a result of their performance on the Group Embedded Figures Test. Participants were randomly assigned to either animation and narration treatment group (N=61) or static visual and narration treatment group (N=60). Problem-solving and recall tests were conducted immediately after the completion of each treatment. Participants receiving an animation treatment performed significantly better than those receiving a static visual treatment on problem-solving but not on recall. Field-dependent students in the animation group generated approximately 40% more correct solutions to the problem-solving test than those in the static visual group. The results of this study indicate that animation may be an effective tool in promoting problemsolving of scientific concepts, especially for field-dependent learners who have difficulty acquiring and processing visual information.Ph. D.
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Childress, Marcus D. "Effects of three multimedia instructional presentation formats containing animation and narration on recall and problem-solving performance." Diss., This resource online, 1995. http://scholar.lib.vt.edu/theses/available/etd-06062008-162235/.
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Landau, Nancy B. "The computer as a tool in the ethical development of primary school children /." Online version of thesis, 1987. http://hdl.handle.net/1850/10428.
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Mayton, Gary Brian. "The effects of the animation of visuals on the learning of dynamic processes through microcomputer-based instruction /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487685204969224.
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Gilley, William. "Animations and Interactive Material for Improving the Effectiveness of Learning the Fundamentals of Computer Science." Thesis, Virginia Tech, 2001. http://hdl.handle.net/10919/32899.
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Due to the rapid proliferation of the World Wide Web (WWW) in recent years, many educators are now seeking to improve the effectiveness of their instruction by providing interactive, web-based course material to their students. The purpose of this thesis is to document a set of eight online learning modules created to improve the effectiveness of learning the fundamentals of Computer Science. The modules are as follows:
- Algorithms - Definition and specification of algorithms, with a comparison and analysis of several sorting algorithms as examples.
- Artificial Intelligence - Overview of current applications in this discipline.
- Data Structures - Explanation of basic data structures, including an introduction to computer memory and pointers, and a comparison of logical and physical representations of commonly used data structures.
- Machine Architecture - Explanation of data storage, gates and circuits, and the central processing unit.
- Number Systems - Discussion of number representation and arithmetic in number systems other than the decimal number system, with a focus on binary numbers and binary arithmetic.
- Operating Systems - Explanation of the purpose of operating systems and the major components that make up an operating system.
- Programming Languages - Explanation of the fundamental concepts in procedural programming languages.
- Software Engineering - Introduction to software life cycle models and an overview of the procedural and object-oriented paradigms.
Each module consists of a set of lessons and review questions written in HyperText Markup Language (HTML). Embedded in these pages are various interactive components implemented as Flash animations or Java applets. The modules currently reside on the Computer Science courseware server of Virginia Polytechnic Institute and State University (Virginia Tech) and can be viewed at the following WWW site: http://courses.cs.vt.edu/csonline/.
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Master of Science
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Wilkie, Tara V. "Examining the effectiveness of instructive animation : a computer learning environment for teaching learning disabled students biology." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=26358.
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A computer animated learning environment, INFECTRON, was developed to teach learning disabled (LD) and non learning disabled (NLD) students a biology lesson, INFECTRON uses two different modalities, auditory (narration) and visual (animation), exposing students to dual information processing codes (verbal, spatial), allowing them the flexibility to use a learning style they prefer. INFECTRON teaches students how the body protects itself from invading germs. Students were presented the animation and oral narration concurrently, successively and compared to a control group. Subjects were 30 LD and 30 NLD in grades 7 and 8 attending a large comprehensive high school in Montreal. Measures included a pretest, posttest, reasoning tasks, and a retention test. Results indicated that students (LD and NLD) in the computer conditions (concurrent and successive) outperformed students (LD and NLD) in the control condition on the pre, post and reasoning tasks. No significant differences were found between students (LD and NLD) in the concurrent group and students (LD and NLD) in the successive group on the post test and reasoning tasks. No group differences were found between the LD and NLD students in the computer conditions. It was confirmed that INFECTRON benefits both LD students and NLD students, allowing LD students to perform at par with NLD students on these biology measures.
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Cetin, Pinar Seda. "Effects Of Conceptual Change Oriented Instruction On Understanding Of Gases Concepts." Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12611252/index.pdf.
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The main purpose of the study was to compare the effectiveness of conceptual
change oriented instruction accompanied with computer animations and traditionally
designed chemistry instruction on 10th grade students&rsquounderstanding, achievement and retention of gases concepts and attitudes towards chemistry as a school subject. Also students&rsquo
views about nature of science were investigated. Quasi experimental design was used in this study. 67 tenth grade students from two intact classes of a chemistry course taught by the same teacher in Sokullu High School were enrolled. The hypotheses were tested by using analyses of covariance and two- way analyses of variance. The results indicated that instruction based on conceptual change approach caused significantly better acquisition of the scientific conceptions, achievement and retention related to gases concepts than traditionally designed chemistry instruction. Science process skill was determined as a strong predictor in the concepts related to gases. Moreover instruction based on conceptual change approach improved students&rsquo
attitudes as a school subject. However no significant effect of gender difference on students&rsquo
understanding, achievement and attitudes toward chemistry as a school subject was found. Finally experimental group students&rsquo
views about some characteristics of nature of science were determined as more realistic than control group students.
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Carolus, Adam. "The influence of animation on physical science learning in a grade 10 rural classroom." Diss., Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-09112009-170835.
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Pillala, Lavanya. "Use Of Web-Based Lessons Of Statistical Concepts With Graphics And Animation To Enhance The Effectiveness Of Learning." Wright State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=wright1268779325.
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Caplan, Elizabeth A. "The Effects Of Animated Textual Instruction On Learners' Written Production Of German Modal Verb Sentences." Scholar Commons, 2002. http://purl.fcla.edu/fcla/etd/SFE0000042.
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Russell, Victoria. "The effects of processing instruction, structured input, and visual input enhancement on the acquisition of the subjunctive in adjectival clauses by intermediate-level distance learners of Spanish." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003189.
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Hwang, Guan-Jong. "Animated drawing guide for basic art education." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2355.
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Vieira, Tatiana Cuberos. "O potencial educacional do cinema de anima??o: tr?s experi?ncias na sala de aula." Pontif?cia Universidade Cat?lica de Campinas, 2008. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/617.
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Previous issue date: 2008-06-10This study, included in the Researches on Pedagogical Practices and Educator's Background, shows the power that the art of animation as a didactical instrument and its positive consequences on the student's background, who is submerged in an information and knowledge society and who aims a new point of view on education: to learn how to think, learn how to learn, and learn to do things. In this way, the research redeems the historic of cinematographic language use, focusing its potentialities. Besides, it exposes positive educational experiences of this joint, aiming mainly, the pedagogical practice and its consequences on the student's background. Three studies examples will be discussed herein, divided into two classes. The first one is education for the media, which aims the critical development of the point of view on the animation movies, as shown by Cineduc?RJ in the animation study of "As Bicicletas de Belleville" and "Meow". In the second class, the education is discussed with the media which promote the change the way we look through the animation creation by students. Anima Escola-RJ and N?cleo de Cinema de Anima??o de Campinas (Anima School and Center of Animation and Movies of Campinas) work with animation workshops including students from the public school net. We conclude that this art stimulates the development of personal abilities, the valorization of individual expression, the power of working in group, aiming the structure of the citizens through the art of animation movies.
Este estudo, inserido na linha de pesquisa Pr?ticas Pedag?gicas e Forma??o do educador, mostra a for?a da arte da anima??o como meio did?tico e suas conseq??ncias positivas na forma??o do aluno, que vive imerso em uma sociedade da informa??o e do conhecimento e que prima por uma nova vis?o de educa??o: de aprender a pensar, aprender a aprender e aprender a fazer. Assim, a pesquisa resgata o hist?rico do uso da linguagem cinematogr?fica na escola, enfatizando suas potencial idades. Em seguida, exp?e experi?ncias educacionais positivas desta uni?o, visando principalmente a reflex?o sobre a pr?tica pedag?gica e suas conseq??ncias para a forma??o do aluno. Ser?o tratados tr?s exemplos de estudo, divididos em duas categorias. A primeira delas ? educa??o para os meios que visa o desenvolvimento cr?tico do olhar sobre o cinema de anima??o, como mostram os exemplos do Cineduc-RJ sobre o estudo das anima??es "As Bicicletas de Belleville" e "Meow". Na segunda categoria, discute-se a educa??o com os meios que promove a criticidade atrav?s da produ??o de anima??es pelos alunos. O Anima Escola-RJ e o N?cleo de Cinema de Anima??o de Campinas trabalham com oficinas de anima??o envolvendo alunos da rede p?blica. Conclui-se que esta arte estimula o desenvolvimento de habilidades pessoais, a valoriza??o da express?o individual, a for?a do trabalho em grupo, visando a forma??o do cidad?o atrav?s da arte do cinema de anima??o.
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Valido, Filho Manoel Messias Pereira. "Medidas da velocidade da luz usando observações e simulações astronômicas das luas de Júpiter." Universidade Federal de Sergipe, 2016. https://ri.ufs.br/handle/riufs/6411.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESIn this work we propose an interdisciplinary modular teaching sequence on the measurement of the speed of light which is compatible with the traditional basic education’s sillabus. Based on the Römer method to measure the time difference between the occultation of Jupiter's moons in different orbital configurations with respect to the Earth, we developed educational activities that include: (a) observations of Jupiter's moons occultations through amateur telescopes; (b) data analysis using professional Astronomy softwares; (c) simulations using the software Stellarium and (d) the use of spreadsheets for the calculations involved to explore the physics contents. The modules can be applied independently and they are associated to educational products like didactic sequences, tutorials, video tutorials and info-animation in PowerPoint to support the lectures. We add three extra classes to the usual curriculum, which however can be easily adapted to the usual lecture. For these classes we prepared two info-animations employing the Peer Instruction and Just-in-time teaching methods besides practical activities centered on the students, following the Meaningful Learning approaches. With these resources we explore kinematics concepts (linear and circular movements), systems of reference, vectors and scientific epistemology. By mean of a pre and post-tests using questions from the High School National Exams (ENEM) involving the topics of Physics and Astronomy proposed in this work, we verified a considerable progress in the pattern of responses before and after our intervention to more than 90% of the addressed questions. Based on publicly available data by the National Institute for Studies and Educational Research (INEP) we identify a significantly higher yield of right answers of our students when compared with the average responses of all students from Sergipe who participated of the National Exams. Methodological corrections to this work based on the problems identified during the application of our products are proposed.
Neste trabalho propomos uma sequência didática modular, de caráter interdisciplinar e compatível com o currículo do ensino básico, sobre a medida da velocidade da luz. Inspirados no método de Römer para medir a diferença de tempo entre as ocultações das luas de Júpiter em configurações orbitais distintas com relação à Terra, elaboramos atividades que contemplam: (a) observações das ocultações das luas de Júpiter por meio de telescópios amadores; (b) análise de dados por meio de softwares profissionais da Astronomia; (c) simulações das observações utilizando o software Stellarium e (d) o uso de planilhas tanto para os cálculos quanto para explorar a física envolvida. Os módulos podem ser aplicados de forma independente e têm como produtos, além da sequência didática, tutoriais, vídeo-tutoriais e info-animações em PowerPoint para apoio às aulas teóricas. Utilizando três aulas complementares à grade tradicional, mas que podem ser facilmente adaptadas à grade de aulas normais, elaboramos duas info-animações em que, empregando a técnica de Instrução pelos Colegas – IpC, Ensino sob Medida - EsM e atividades práticas centradas no aluno, com base nas abordagens da Aprendizagem Significativa, exploramos os conceitos de cinemática (retilínea e circular), sistemas de referência, vetores e epistemologia científica. Por meio das asserções de um pré-teste e um pós-teste, utilizando questões do ENEM envolvendo os tópicos de Física e Astronomia, pudemos constatar uma evolução considerável no padrão de respostas antes e depois de nossa intervenção para mais de 90% das questões abordadas, com um rendimento significativamente superior à média das respostas apresentadas por todos os alunos de Sergipe participantes do ENEM, com base nos dados publicamente disponíveis pelo INEP. Correções metodológicas com base nos acerto e erros aferidos também são exploradas.
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HUANG, PEI-JEN, and 黃沛禎. "A Study of Applying 3D Instructional Animations to a Biochemistry Course." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/rsx427.
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碩士亞洲大學
行動商務與多媒體應用學系
105
This research aims to explore the effects of 3D animation instructional video applied on the course unit of “protein synthesis assisted by translation factors.” The purpose of the study is to examine the impact of subtitles on college students’ learning performance and cognitive load for learning biochemistry. Their attitudes and motivations towards learning biochemistry with 3D animations have also been investigated. To evaluate the performance of the proposed approach, we used 3ds Max to develop one 3D animation instructional video with Chinese subtitles, and the other without subtitles. This study is evaluated using a quasi-experimental method among university students. There are two groups, the experimental group and the control group with 26 and 24 students respectively, chosen from a university in middle Taiwan. The instruction of biochemistry was implemented by an experienced professor who taught both of the groups in 2017. Data was analyzed with t-test. Results showed that the college students’ learning performance and cognitive load are not all significantly different between two groups. However, their attitudes and motivations towards learning biochemistry with 3D animations are enhanced.
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YE, JHIH-BIN, and 葉志斌. "A study on effectiveness and instructional animation design for “Hanoi Tower”." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/74224832882947104978.
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碩士亞洲大學
數位媒體設計學系碩士班
98
“Hanoi Tower” is a popular game with its long history, in which have implied the mathematics content and fractal symmetry. Even though, most players can not perceive the existence of the latter. According to the defect, this research is to study various multimedia elements and investigate the effectiveness for various links between the traditional game and the mathematics included. There are three main steps in this study. The first step is to design the computer "Hanoi Tower" game. In order to the performance the mathematics included in of "Hanoi Tower" implicitly. The second step base on several different elements of multimedia, which are “text” and” numbers” and “graphics”, in addition with "flying state prompt" and "simultaneous prompt" and their combinations to establish seven versions of the illustration screen areas, accordingly. Third step we precede an experience on previous designs. For each of illustration screen area, has eight adults in one team. In final, we have analyzed the effectiveness performance of seven groups.
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Hart, William J. "Effect of computer animation instruction on spatial visualization performance." 2003. http://www.lib.ncsu.edu/theses/available/etd-04042003-110107/unrestricted/etd.pdf.
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WANG, YI-XIANG, and 王怡翔. "A Research in the Guideline for Developing Animation-based Instructions." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/wn3n87.
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碩士朝陽科技大學
工業工程與管理系
106
Driven by the low birthrate, production industries are ready to adapt digital-based apparatus in all operations for which may lead to less human efforts and higher efficiency. Among the operations, the ones that require frequent technical supports or experiences may often cause unpredictable delay and halt. Moreover, the experiences and field knowledge were mostly in vocal form and held by specific personal. Once they were absent, certain operations may be hampered. This timely interactive guidance are especially difficult to reproduce in other form. The problem will become critical when customization and engineering change are common, for those operations are prone to error on the subtle differences. A chance of relief may become realize for the advancements in multimedia and web techniques. In that course, a well-defined interactive-ready vivid animation may present realistic images to render an intuitive theme. Such files are also easy to edit, store, search and index. Therefore, it is important to develop a guideline for constructing an animation-based instructions that provide efficient expression and cognition. This research will combine theories in interactive learning, visual thinking and workflow management and develop a guidelines for animation-based motion document of interactive instructions, using examples of machine tool assemblies, to support production industries.
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Perry, Chris. "Towards Tower 37: A Director's Journey." 2007. https://scholarworks.umass.edu/theses/25.
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This document chronicles the ongoing production of the computer-animated short film Tower 37. It begins with a close examination of the film itself, emphasizing the visual storytelling components that were the core of my MFA work (particularly character performance, camera, and editing). This is followed by a thorough discussion of the mechanism of producing the film: a sequence of experimental courses I have created and taught at Hampshire College over the past two years. The document then discusses my approach to the craft of directing before concluding with evaluative comments and a look ahead.
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Yang, Fong-Anne, and 楊豐安. "A Survey of the Teaching Effects on Trigger-based Animation Instructional Design of Fractions." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/65592296645283275122.
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碩士康寧大學
資訊傳播研究所
100
The purpose of this research aimed to identify the effect to aid students of the third-grade in the elementary school to comprehend the meaning of fractions by means of Trigger-based Animation Instructional Design. A quasi-experiment was carried out in the study. Twenty-nine students were assigned to the experimental group with the teaching of Trigger-based Animation Instructional Design (TAID); twenty-four students were assigned to the control group with a general teaching. The experiment was conducted for eleven periods. A pretest and a posttest of fraction were completed before and after the experimental teaching. Then an Attitudes Test was used in the first week after the experiment. This research was also conducted to explore the factors that impact perceived to the continuance intention base on Technology Acceptance Model (TAM). The analysis model is designed two external variables “teaching methods” and “Multiple Intelligences” as the underlying cause of the continued use to analysis of the proximate cause of the two intervening variables of perceived ease of use and perceived usefulness produce, constitutes the dimensions of the continued willingness of the four possible factors. The data was analysed with single factor analysis of covariance, two-way ANOVA, Visual the PLS. The analysis showed that the continued use of the elementary school students’ willingness to act is in the lower level. The explanatory power of three possible variables variation can explain 49.8% variance. The perceived usefulness is the biggest variable,and the greatest impact of perceived usefulness variables is the teaching methods. No variable is subject to the Multiple Intelligences significant direct impact. Covariate analysis of pretest and posttest scores of experimental group and control group did not reach significant.
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謝東育. "A Study on Instruction Design by Trigger-based Animation in the Algebra." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/26344077576344362526.
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Yang, Chiu-Ping, and 楊秋萍. "The Construction of Instructional Indicators for 3D Computer-Animation--An Example of Teaching Chinese Idioms." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/dnrezj.
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碩士明道大學
資訊傳播學系碩士班
101
Idiom is the essence of Chinese culture, it improves language skills. In present stage, computer animation is often used to solve abstract problems of teaching idioms. The animation production processes were often done through the producers’ intuition, and does not necessarily correspond to the teaching essentials, hence with limited effects. This study combined the actual problems in idiom teaching by elementary school teachers and recommendations from experts in animation integration in education, by methods of qualitative interviews and grounded theories, an adaptive animation indicators are established. The indicators will be reliable and provided a channel of communcation between teachers and producers of idioms, and hence more effective animation teaching. The results are as followed: 1. From the induction of literature review and interviews of elementary school teachers, the most common problem in student learning are: misunderstood semantics, misuse by media and Internet, homophonic problems which all resulted in misuse. 2. Through the three stages of qualitative interviews, supplemented with data analysis of grounded theories, 17 adaptive indicators were established for the 3D computer animated assisted teaching.
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YANG, CHUN-CHUN, and 楊鈞淳. "The Application and Practice of Live Streaming AssistedCourse as MOOCs 2D Animation Instructions." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/5byj4p.
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碩士國立雲林科技大學
數位媒體設計系
107
The booming Internet has driven the trend of online learning. MOOCs course keeps on growing, and teaching methods are also updated with the advancement of science and technology. Due to the characteristics of real-time and highly interactive, live Streaming are been used extensively in online activities such as social interaction, game live, and merchandising since 2016, and gradually become a part of modern people's life. And these traits happen to be a relatively lacking part of MOOCs. Therefore, this study uses the live streaming technology to assist MOOCs in 2D animation teaching, to design a live course process that is suitable for practical courses with easy and fun teaching way and a highly interactive learning environment. This will enhance learners' attitudes toward 2D animation learning motivation, satisfaction, and continuous learning intention. Data collection is based on interviews, supplemented by questionnaires and YouTube platform data. Exploring the relationship between course content and process design for learners' attitudes. First, total of 71 questionnaires were collected. Then, using structured interview to collect data from 17 respondents. Finally, analyze the relationship between YouTube data and live course content. The results confirmed that online learners think that they can interact with the teachers and peers in the live course, so that they can learn more about 2D animation and extracurricular knowledge. Shy learners will be more willing to participate in the course using anonymous or pre-class forms of activity participation. Allowing learners to feel the usefulness of the course and improve their satisfaction can generate a willingness to continue to use.
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Hsu, Yan-Bin, and 許晏斌. "A Study on Instructional Design by Trigger-based Animation－The Comparison between Gradual and Simultaneous Presentation." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/04955730700430328166.
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碩士國立交通大學
理學院碩士在職專班網路學習學程
97
The presentation of Trigger-based Animation is an object used as a trigger to control other objects. Therefore the occasion to present the object depends on the control of the free will of the teacher and using the advantage of the object can help to attract the attention of the learners, and assist to search the information of the teaching materials. The guidance of learning by attraction of the attention of the learners can reach the goal of the interaction of the three phases, the materials, the teacher and the learners. This research bases on the experimental researching methods, for example, the mathematical combination problem to investigate how to present the materials by using the Trigger-based animation through gradual procedures in comparison to the teaching methods of simultaneous teaching manifestation. This research is to probe whether the Trigger-based animation method can reach better learning effects and reduce the cognition load. The results discovered as the followings. 1.The way of showing teaching materials has large influence in learning achievement. Trigger-based animation has better performance in retention test and transfer test. 2.The way of showing teaching materials has large influence in cognition load. Trigger-based animation can reduce cognition load.
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Wu, Ti-ying, and 吳帝瑩. "A Study on Instructional Design by Trigger-based Animation-A Case Study of the Combinatorial Problem." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/tjyp93.
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碩士國立交通大學
理學院碩士在職專班網路學習學程
96
Trigger-based Animation employs an object as a trigger to control a series of animations and a message can be controlled by more than one triggers which helps performers to show digital contexts and attract audiences’ attention. The learner's attention could be directed to learning by Trigger-based Animations. Moreover, the teacher-student interaction could be enhanced by proper teaching materials design in the Trigger-based Animation environment. This research is based on quasi-experimental designs focusing on a problem from combinatory to study whether trigger-based animation showing or static showing leads to a better learning achievement and reduces the difficulty of learning. The results are as following: 1. The way of showing teaching materials has large influence in learning achievement. Trigger-based Animation has better performance in retention test and transfer test. 2. The way of showing teaching materials has large influence in cognitive load. Trigger-based Animation can reduce cognitive load. 3. There was a remarkable negative correlation between cognitive load and learning achievements. Keyword: Trigger-based Animation , cognitive load , multimedia learning.
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Chang, Yi-Ning, and 張亦甯. "The Effects of Trigger-based Animation Instructional Design on learning time concept for students with learning disabilities." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/27269105831842267297.
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碩士國立臺北教育大學
特殊教育學系碩士班
97
The purpose of this research was to investigate the efficacy of the digital learning content which was designed with Trigger-based Animation on time concept for students with learning disabilities. The research design of this study was multiple probe technique design of the single-subject. Eight treatment sessions were conducted within 4 weeks for two second-grade students with learning disabilities. The follow up sessions were conducted after the first week of the completion of the treatment sessions. Two main findings were concluded as the results of the visual analysis. 1. The digital learning content designed with Trigger-based Animation shows significant immediate effects on learning time concept for students with learning disabilities. 2. The digital learning content designed with Trigger-based Animation can effectively enhance the answering correct percentage of the questions of different types on the tests of time concept for children with learning disabilities. 3.The digital learning content designed with Trigger-based Animation shows significant immediate maintenance effects on learning time concept for students with learning disabilities. According to the findings, several suggestions for the instruction of students with learning disabilities and future research were proposed. Using Trigger-based Animation to design digital learning materials is suggested. And related research can be executed with the instruction of trigger-based Animation for other mathematical field and students with different characteristics of learning disabilities.
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Hua, Yang Chih, and 楊智華. "A Study on the Use of an Animation Instructional Program to Improve Elementary Second Graders’ Speaking Performance." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/73788303632216240801.
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碩士國立新竹教育大學
教育學系碩士班
99
The purpose of this study was to design an animation instructional program and to implement it to a class of elementary second graders, and then to explore its impact on the students’ speaking performance. In this research, “design experiment” was adopted, and a class of 15 second graders at an elementary school participated in this study. In order to teach the students how to tell a story to improve their speaking performance, the teacher/researcher planned a series of teaching activities based on eight animations which were selected according to the core speaking abilities required of elementary lower graders. The teacher/researcher also examined if the students improved their speaking performance after implementing the program. Research data were collected from the pre-and post-performance of the students’ storytelling, the researcher’s reflection journal about the implementation process, and students’ feedback questionnaire. The data were then analyzed quantitatively and qualitatively. The results were the followings: 1. Speaking performance of elementary second graders could be significantly improved by using animation as teaching material and storytelling as teaching activity. 2. It was essential that oral expression, story structure, speaking performance skill, and creativity-- four of the criteria of storytelling performance, be emphasized as instructional goals when teaching children speaking . 3. Major difficulties encountered by the researcher while implementing the teaching activities were: (1) hard to control adequately the pace of teaching; (2) students’ bad learning attitudes and individual differences; (3) the constraints of instructional time, students’ speaking skill training and classroom space on the implementation of the program. 4. Low speaking performance students improved significantly on the criterion of story structure. Medium and high speaking performance students improved greatly on IV the criterion of speaking performance skill. 5. Animation of a story which is short, interesting, and easy to understand was favored much more by children. According to the conclusions, some suggestions for future speaking instruction and further studies were given.
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Chao, Shih Fann, and 趙世範. "The Instructional Application of 3D Computer Animation Technique--A Case Study of Vocational High School Drawing Curriculum." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/39868076484360783489.
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碩士國立高雄師範大學
工業科技教育學系
91
It has been a dramatic change in the development of computer technology. Therefore 3-D computer animation technology also has been emerged. The purpose of this research is to develop a prototype of three-dimensional animation technique to help instruction in drawing curriculum. In vocational high school, the application feasibility was based on the functions of 3-D animation technique; the related literature analysis; CAI curriculum development; the spatial ability theory and alignment history、situated learning theory etc. A prototype approach method was used to develop the application system in teaching the orthographic projection、isometric projection、auxiliary view and section view and coordinate animation with the 3-D computer animation techniques. Conclusions and suggestions were proposed after a successive teaching platform development.
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Lin, Chih-Bor, and 林志柏. "The Design And Implementation Of A Typesetting And Animation Language For Computer-Aided-Instruction." Thesis, 1996. http://ndltd.ncl.edu.tw/handle/91380341628020042043.
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Wu, Yi-Po, and 吳羿柏. "An Animation based Computer Aided Instruction System for Cut off Play in Baseball Game." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/haj455.
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碩士國立臺北科技大學
資訊工程系研究所
99
The application of sports information has grown exponentially in recent years, sports tactics simulation via information technology is rapidly becoming a trend. Baseball is a team sport in which opposing teams take turns playing offense and defense. In baseball, the cut-off is one of many important tactics. A properly-executed cut-off has the potential to tag out opposing players while a poorly-performed cut-off grants the opposing team more opportunities to score runs. Over baseball’s long history, the complex cut-off has remained a fundamental strategy. In this paper, we digitally simulate and design an animation-based computer-aided instruction system for cut-off plays. This system is written in ActionScript and utilizes windows. Within these windows, users select between four different options to designate the landing point of the ball and simulate cut-off play. By allowing users to repeatedly experiment with different cut-off scenarios, this interactive software teaches through entertainment and can be extremely useful for lesser-experienced coaches and players.
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Talib, Othman. "Computer-animated instruction and students' achievement gains in electrochemistry / Othman Talib." 2006. http://hdl.handle.net/2440/38213.
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"December 2006"Bibliography: leaves 299-333.
xi, 333 leaves :
Title page, contents and abstract only. The complete thesis in print form is available from the University Library.
Thesis (D.Ed.)--University of Adelaide, School of Education, 2007
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Chieh, Pan Chang, and 潘張杰. "A Study of Trigger-based Animation Instructional Design Teaching Effect in Decimal Multiplication for the Elementary school Students." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/w8jqct.
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碩士國立臺北教育大學
數學暨資訊教育學系(含數學教育碩士班)
96
This study aims at investigating the teaching performance of the trigger-based animation instructional design into the decimal multiplication teaching in the elementary school. The research method is experimental research method of pre-test and post-test design for unequal groups. The research object divides into the experimental group and the control group each 33 fifth grades student in the elementary school, the teaching material content is same, the teaching way both uses the discussion type teaching, and two groups respectively carry on five class hours. In the experiment designs, the experimental group uses the multimedia information teaching, the comparison group selects the teaching playbill method. First serves the post-test, quantification analysis method is used to investigate the influences from the two groups on the learning performance and the mathematical learning attitude on experimental groups of students. The results of this study were as follows： I. In the learning performance influence on the decimal multiplication by the student, it can be seen as follows： 1. In the post-test or postpones-test performance of the achievement test，there are no significant differences for both groups. 2. In the performance on the vary degree students, the nomal and low degree groups progress higher than the high degtee group. 3. In the follow-up performance of the achievement test of the decimal multiplication, there are significant differences for both groups. 4. To experimental group and the comparison group, two kind of teaching in "the integer rides by the decimal", "the decimal rides by the decimal", “the relation between multiplicand, multiplicator, product” under three different topics types carries on the comparison, two groups have not all reached reveal the difference. II. In the learning attitude performance influence of trigger-based animation instructional design by the student, it can be seen as follows： 1.There are no significant differences between the performance of the investigation of information trigger-based animation instructional design into mathematics learning attitude pre-test and post-test for experimental group. 2. The experimental group students in "mathematics study pleasure", "mathematics study are self-confident" in two components to have reveal the difference, and trigger-based animated instruction can promote student’s concentration, confidence and learning interest.
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Hung, Jung-Chung, and 洪榮忠. "A Study on Instructional Design by Trigger-based Animation in the Graphs of Linear Equations in Two Variables." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/n35k36.
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碩士國立交通大學
理學院碩士在職專班網路學習學程
96
How to use modern information science and technology to help students’ learning in the classroom has been the education experts’ goal. Instead of using the traditional blackboard and chalk method to present subject content in the classroom, "Instructional Design by Trigger-based Animation" methodology stimulates students’ attention and guides them into learning much more effectively; The method is to control the presentation dynamically with a succession of information about an object, or many objects can control the presentation of a single concept. Subject content can be presented optionally randomly or in advance, so that the teacher can interact with the whole class on an equal level. To continue the design principle of the teaching material that scholars had put forward, this study takes “the graphs of linear equation with two variables” in Seventh Grade Mathematics teaching material as the example, to compare the methodology of trigger-based animation with the traditional methodology to investigate whether there is better learning achievement and a lower cognitive load. This study uses a quasi-experimental design. The teaching experiment will be conducted with two classes of Seventh graders. The results obtained from the experiments show that the "Instructional Design by Trigger-based Animation" methodology can help the students who are poor achievers do better on not only learning achievement but reducing the cognitive load.
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Yang, Hsiu-Wen, and 楊琇雯. "The Investigation of Effectiveness of Animation Assisted Instruction - Taking Fifth Graders' Volume Lesson As Example." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/96728458816450646886.
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碩士靜宜大學
資訊管理學系
102
This study investigates the effectiveness of a 3D interactive animation, which was developed to assist the instruction of volume concepts in 5th graders’ Mathematics courses. The Web-based 3D animation was developed by using Google SketchUp Pro and Adobe Flash CS5. A quasi-experimental research was conducted to investigate the effectiveness of the 3D animation. 44 fifth graders were evenly and randomly assigned to the experimental group and control group. A treatment consisting of 16 hours, 4 hours per week, was administrated. After the treatment, a post-test and a delayed post-test were conducted to evaluate the subjects’ learning achievement. The analysis of experiment data indicates the following results: 1. 3D animation can improve learning effectiveness in short term. 2. The learning through 3D animation is effective based on that delay post-test grades is better than post-test graders. 3. 3D animation can improve learning effectiveness in long term. 4. 3D animation can bring up pupils’ interest in learning Mathematics.
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Wang, Hsuan-Chih, and 王炫智. "The Study on the Learning Effectiveness in 3D Animation Information Technology Integrated into Taijiquan Instruction." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/17887130994305017890.
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碩士國立體育大學
運動科學研究所
97
The promotion of information technology integrated into instruction has changed the way we teach and the tool we used. The study aimed at investigating the learning effectiveness between using 3D animation or 2D video in the Taijiquan curriculum for beginner. The Yang-style Taijiquan movement ”lan que wei” was chosen in this study, which was captured by Vicon624 motion capture system, We used MotionBuilder 7.5 to combine 3DS MAX 8’s motion data and 3D character model and scene, then used Quest3D 4.0 to develop an interactive 3D Taijiquan animation. An alternating treatments design of the single subject design was used, and ten college students participanted. All data collected were analyzed by an independent-sample t-test and paired-samples t-test; the skill performances and learning responses were examined by Pearson product-moment correlation (α=.05). The findings were: 1. By using 3D animation, 7 of the 10 participates' skill performances are better than 2D users. 2. Using 3D content, participants' learning responds (cognitive, Perceived usefulness, Perceived ease of use and the attitude) were better than in 2D situation. The 3D animation is conducive to the movement learning. In order to produce better learning effect, we also suggest giving students proper feedback in the learning process to let them understand their won situation.
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Hsu, Hsin-Kuo, and 許興國. "A Study of Applying Trigger-based Animation to Collaboration Plan of Remedial Instruction ─ Area Concept." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/28649984397193032351.
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碩士臺北市立教育大學
數學資訊教育學系數學資訊教育教學碩士學位班
99
The purpose of this study was to investigate the effect of Trigger-based animation on the fifth graders’ learning attitude toward math and their understanding of concept area in the remedial class. This study was based on “pre and post test on the same sample”. The data collected was mainly relied on quality study, assisted with quantity study. The target learners were 9 fifth-grader students from a middle-sized, suburban district of Taipei City. The study tool was divided mainly with four parts, which are “pre and post test of children’s area concept”, “The general result of Trigger-based animation in the Math remedial class”, Their math learning attitude before and after the treatment”, and “the researcher’s reflection journal”. The main process was to interview target students about attitude toward Math and the concept about area before treatment. After 7 weeks’ treatment, a post test and interview were held to reveal the change of target learners’ concept toward area and their Math learning attitude. Based on this study’s finding, it was discovered that target learners were confused in the concept of cutting comparison, rectangle, square, parallelogram, triangle, and complicated patterns. With the support of Trigger-based animation in the remedial class, these learners learned how to decompose, reorganize, remove, and rotate the patterns. With the assistance of the teacher and computer software, most target learners gradually acquired the concept and learned how to apply the formula and calculate the area. However, some still had problems in triangle, parallelogram, and complicated patterns. Most participants held positive attitude toward Trigger-based animation in Math learning.