Journal articles: 'Instructional animations'

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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Ussiph, Najim, and Hamidu Kwame Seidu. "The Impact of using 3D Interactive Animation Tool in Teaching Computer Programming at the Senior High School Level." Circulation in Computer Science 3, no. 2 (March 31, 2018): 18–28. http://dx.doi.org/10.22632/ccs-2018-252-78.

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A quasi experiment with interview was adopted to study the aptness of using 3D animations as an instructional method to introduce programming concepts to students at the Senior High School level. This research work was conducted with 100 students of Akroso Senior High School in the Birim central municipality of the eastern region of Ghana who were generally programming novice. Programming concepts considered included programming environments, loops, functions sequential and conditional execution of programs. A paired t-test carried out on the results of the performance test presents a p-value of 0.008 indicative of a numerically significant difference between the mean marks of participants during the experiments that used 3D animation method as against the experiments that used the text base method. Results from the interview showed that the instructional method used had impact on the performance of the learners. The use of 3D animation method presented programming concepts in a form that the learners can understand, motivates them to pursue programming related courses at a higher level and also impacts positively on their performance.

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Daly, C. J., J. M. Bulloch, M. Ma, and D. Aidulis. "A comparison of animated versus static images in an instructional multimedia presentation." Advances in Physiology Education 40, no. 2 (June 2016): 201–5. http://dx.doi.org/10.1152/advan.00053.2015.

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Sophisticated three-dimensional animation and video compositing software enables the creation of complex multimedia instructional movies. However, if the design of such presentations does not take account of cognitive load and multimedia theories, then their effectiveness as learning aids will be compromised. We investigated the use of animated images versus still images by creating two versions of a 4-min multimedia presentation on vascular neuroeffector transmission. One version comprised narration and animations, whereas the other animation comprised narration and still images. Fifty-four undergraduate students from level 3 pharmacology and physiology undergraduate degrees participated. Half of the students watched the full animation, and the other half watched the stills only. Students watched the presentation once and then answered a short essay question. Answers were coded and marked blind. The “animation” group scored 3.7 (SE: 0.4; out of 11), whereas the “stills” group scored 3.2 (SE: 0.5). The difference was not statistically significant. Further analysis of bonus marks, awarded for appropriate terminology use, detected a significant difference in one class (pharmacology) who scored 0.6 (SE: 0.2) versus 0.1 (SE: 0.1) for the animation versus stills group, respectively ( P = 0.04). However, when combined with the physiology group, the significance disappeared. Feedback from students was extremely positive and identified four main themes of interest. In conclusion, while increasing student satisfaction, we do not find strong evidence in favor of animated images over still images in this particular format. We also discuss the study design and offer suggestions for further investigations of this type.

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Ayres, Paul, and Fred Paas. "Can the cognitive load approach make instructional animations more effective?" Applied Cognitive Psychology 21, no. 6 (2007): 811–20. http://dx.doi.org/10.1002/acp.1351.

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Omoniyi, Tayo, Lucky Uzoma Nwosu, and Fakokunde Jubril Busuyi. "Effect of two Computer Instructional Modes on Secondary School Students’ Achievement in Geography, in Lagos State, Nigeria." Journal of Education in Black Sea Region 6, no. 1 (December 4, 2020): 158–66. http://dx.doi.org/10.31578/jebs.v6i1.227.

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There is a growing concern about secondary school students’ poor performance in geography, a subject that is prerequisite for many professional pursuits. To enhance their performance in the subject, several strategies have been adopted. This study is an intervention, which investigated relative effects of computer instructional modes (computer graphics and animations computer) on secondary school students’ achievement in geography. The moderator variable was mental ability. Two hypotheses were formulated and tested at 0.05 level of significance. The pre-test, post-test control group quasi-experimental design, involving 3x2 factorial matrix was adopted for the study. One hundred and four senior secondary two geography students from three secondary schools in Lagos state constituted the sample for the study, which lasted for eight weeks. Two procedural instruments (computer graphics and animation instructional packages) and two measuring instruments, namely Geography Achievement Test r = 0.79, and Mental Ability Test r=0.88 were used. The data collected were analysed using Analysis of Covariance (ANCOVA). The magnitude of the students’ post-test achievement scores was determined using Multiple Classification Analysis (MCA), while Scheffe post-hoc analysis was used to explain the direction and source of significant effects. Findings showed that there were significant main effects of instructional mode on the students’ achievement in geography (F (2, 91) = 14.414, p< 0.05). There was no significant interaction effect of treatment and mental ability on students’ achievement in geography. Consequently, it was recommended that the computer instructional modes be used alongside with conventional method in the teaching of geography. Keywords: computer graphics, computer animation, instructional mode, achievement in geography, mental ability and geography

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Alves, Marcia Maria, André Luiz Battaiola, and Matheus Araujo Cezarotto. "Representação gráfica para a inserção de elementos da narrativa na animação educacion | Graphic representation for inserting narrative elements in educational animations." InfoDesign - Revista Brasileira de Design da Informação 13, no. 1 (May 23, 2016): 1–21. http://dx.doi.org/10.51358/id.v13i1.424.

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Usualmente, animações educacionais objetivam apresentar um conteúdo ou demonstrar um procedimento instrucional. Elas atuam como um recurso complementar ao livro didático, ilustrando o conteúdo. No entanto, a animação educacional pode ser usada não somente para apresentar o conteúdo, mas também para motivar e envolver o aprendiz no processo de aprendizagem. Neste contexto, as animações educacionais em seu processo de concepção podem incorporar elementos já consagrados na narrativa objetivando gerar motivação, bem como facilitar a aprendizagem e a memorização dos conteúdos. Mediante um levantamento teórico exploratório/descritivo acerca dos componentes e elementos da narrativa, este artigo propõe uma representação gráfica que facilita o processo de aplicação destes elementos e componentes na transposição do conteúdo educacional em uma narrativa.AbstractUsually, educational animations aim to present a content or demonstrate an instructional procedure. In a classroom environment, it has been used as a complementary resource to the didactic books. However, educational animation can be used beyond the function of portraying the content; it is possible to be use during the learning process to increase the learner’s motivation and engagement. In this context, educational animations can incorporate in their design process, elements that had already been established in the narrative studies focusing on motivation enhance learning and memorization of the educational content. Through an exploratory theoretical research about the narrative component elements, we propose a graphical representation that can facilitate the implementation process of these elements in the composition of educational animations.

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Hwang, Yongsuk, and Donghee Shin. "Visual cues enhance user performance in virtual environments." Social Behavior and Personality: an international journal 46, no. 1 (January 9, 2018): 11–24. http://dx.doi.org/10.2224/sbp.6500.

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We examined the effects of visual cueing in an effort to identify the optimal way to present information in a 3-dimensional (3D) virtual environment. To strategically compensate for the lack of permanency, we combined dynamic and static visualizations into 1 medium by adding transparent static images (visual cueing) to an animation. A between-subjects experiment (N = 100) was conducted to examine the effects of visual cueing on cognitive load and learning outcomes. Results showed that combining dynamic and static visualizations was beneficial for reducing cognitive load, although it did not improve learning outcomes. On the basis of our findings, we suggest a design strategy for improving the effectiveness of 3D instructional animations that is broadly applicable to numerous learning contexts, such as virtual or augmented reality.

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Poggiali, Jennifer. "Student responses to an animated character in information literacy instruction." Library Hi Tech 36, no. 1 (March 19, 2018): 29–42. http://dx.doi.org/10.1108/lht-12-2016-0149.

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Purpose This paper reports on a grant-funded project to create a hand-drawn, custom-made animated character named Jasmyn. Drawing on animation theory, the purpose of this paper is to use qualitative research to investigate student responses to the medium of animation, the character’s design, and three presentation strategies. Design/methodology/approach The researchers held three student focus groups to investigate the following research questions: Will students endorse animation as a medium for library instructional videos on the grounds of its entertaining, subversive, or playful qualities? Is Jasmyn designed and written in a way that engages students and compels them to respond to her as a character? How will students respond to three presentation strategies: a lecture-style video, a video with supplemental animations, and a real-time, interactive lesson? Findings The researchers found that students expressed broad enthusiasm for animation as a medium, though responses to Jasmyn’s personality were mixed. The only presentation strategy that prompted unique responses was the interactive session, although all three focus groups provided revealing commentary about online learning. Students also identified aspects of the animation and character that could be improved, and reflected on ways Jasmyn might be integrated into online learning. Research limitations/implications This study, performed as part of a pilot project, was deliberately small in scale. Clearer implications would emerge from repetition with a larger group of students. Originality/value Jasmyn may be the only hand-drawn, custom-made animated character created for library instruction. No research studies on the use of animation in libraries have been published to date.

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Lajevardi, Niloufar, Nalin Surender Narang, Nadine Marcus, and Paul Ayres. "Can mimicking gestures facilitate learning from instructional animations and static graphics?" Computers & Education 110 (July 2017): 64–76. http://dx.doi.org/10.1016/j.compedu.2017.03.010.

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Hassanabadi, Hamidreza, Effat Sadat Robatjazi, and Azar Pakdaman Savoji. "Cognitive consequences of segmentation and modality methods in learning from instructional animations." Procedia - Social and Behavioral Sciences 30 (2011): 1481–87. http://dx.doi.org/10.1016/j.sbspro.2011.10.287.

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Wong, Anna, Nadine Marcus, Paul Ayres, Lee Smith, Graham A. Cooper, Fred Paas, and John Sweller. "Instructional animations can be superior to statics when learning human motor skills." Computers in Human Behavior 25, no. 2 (March 2009): 339–47. http://dx.doi.org/10.1016/j.chb.2008.12.012.

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Maria Ivone, Francisca. "Old Software, New Purpose: Exploring PPT for Interactive Language Learning." KnE Social Sciences 1, no. 3 (April 13, 2017): 445. http://dx.doi.org/10.18502/kss.v1i3.767.

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Microsoft PowerPoint (PPT) has frequently been used in language classes to present texts, pictures, animation, audio, and videos. The presentation software is extremely popular because it is available in most computers, easy to use, and supports multimedia. Yet it is seldom used to create instructional materials and media that allow language learners to be active and that encourage them to be more independent learners. The paper aims to stimulate language teachers to scrutinise the software to rediscover its potentials for language learning. The features provided in PPT allow language learners to explore, provide and record responses, and to receive feedback while they are in slideshow mode. In this paper, four PPT features – animations, ActiveX, hyperlinks, and pointer options – are explored in atypical manners and examples of language learning activities are presented to give language teachers ideas of what this old software can do to support language teaching and learning. Keywords: interactive activities, Microsoft PowerPoint (PPT), multimedia, animations, ActiveX, hyperlinks, pointer options

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Harahap, Apriani, Deny Setiawan, and Rosnah Siregar. "Pengembangan Pembelajaran Digita Era 4.0: Media Animasi Pahlawan Sisingamangaraja XII." JUPIIS: JURNAL PENDIDIKAN ILMU-ILMU SOSIAL 12, no. 1 (April 30, 2020): 263. http://dx.doi.org/10.24114/jupiis.v12i1.15381.

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This article aims to develop the animation media of hero Sisingamangaraja XII which is digitally packaged in the 4.0 era of students so that they can enhance the national character of national heroes in their regions. The location of the study was conducted in the first semester students of the basics of developing social studies material at the Faculty of Social Sciences, Medan State University. Research refers to Borg & Gall's research and development research theories and models. The development model is summarized into three stages of activities namely (1) a preliminary study, namely: observation and study of literature. (2) Development is carried out by making scripts, storyboards and making video animations. (3) The evaluation phase consists of evaluating the media and material experts and evaluating small groups. This media deserves to be utilized with the results of the validation of 85% of instructional media experts and product trials. This shows that this animation media is very populated as learning media of the digital era 4.0, especially learning materials, Fundamentals of Social Sciences material.

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Ayres, Paul, Nadine Marcus, Christopher Chan, and Nixon Qian. "Learning hand manipulative tasks: When instructional animations are superior to equivalent static representations." Computers in Human Behavior 25, no. 2 (March 2009): 348–53. http://dx.doi.org/10.1016/j.chb.2008.12.013.

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Marcus, Nadine, Bejay Cleary, Anna Wong, and Paul Ayres. "Should hand actions be observed when learning hand motor skills from instructional animations?" Computers in Human Behavior 29, no. 6 (November 2013): 2172–78. http://dx.doi.org/10.1016/j.chb.2013.04.035.

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Arslan-Ari, Ismahan, Steven M. Crooks, and Fatih Ari. "How Much Cueing Is Needed in Instructional Animations? The Role of Prior Knowledge." Journal of Science Education and Technology 29, no. 5 (July 6, 2020): 666–76. http://dx.doi.org/10.1007/s10956-020-09845-5.

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EL-Ariss, Bilal, Essam Zaneldin, and Waleed Ahmed. "Using Videos in Blended E-Learning for a Structural Steel Design Course." Education Sciences 11, no. 6 (June 11, 2021): 290. http://dx.doi.org/10.3390/educsci11060290.

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Conventional methods of teaching structural engineering topics focus on face-to-face delivery of course materials. This study shows that using video-based e-learning in delivering an undergraduate Structural Steel Design course satisfactorily achieved most of the course learning outcomes. Video-based e-learning with animations and simulations gives students a profound understanding of the course intricate design materials. To gauge the effectiveness of video-based e-learning of the course, an online evaluation was conducted by sixty-eight undergraduate students at the United Arab Emirates University using Blackboard. The evaluation consisted of an online survey that was accessible by students who took the structural steel design course in the academic year 2019 using instructional videos provided to them as Quick Response (QR)-codes. The structural steel design course has six learning outcomes (CLOs), and the performance of students in the six CLOs was compared with that of students who took the same course in the academic year 2018 using the traditional face-to-face lecturing method. The survey data was statistically analyzed, and the results revealed that students’ performance improved, and most of the CLOs were attained. Video-based e-learning with animations resulted in better learning outcomes compared to face-to-face lecturing. Accessing the course instruction videos anytime and anywhere is one of the remarkable benefits to the students studying through the e-learning approach.

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Höffler, Tim N., Helmut Prechtl, and Claudia Nerdel. "The influence of visual cognitive style when learning from instructional animations and static pictures." Learning and Individual Differences 20, no. 5 (October 2010): 479–83. http://dx.doi.org/10.1016/j.lindif.2010.03.001.

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Arslan-Ari, I. "Learning from instructional animations: How does prior knowledge mediate the effect of visual cues?" Journal of Computer Assisted Learning 34, no. 2 (December 29, 2017): 140–49. http://dx.doi.org/10.1111/jcal.12222.

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de Koning, Björn B., Huib K. Tabbers, Remy M. J. P. Rikers, and Fred Paas. "Towards a Framework for Attention Cueing in Instructional Animations: Guidelines for Research and Design." Educational Psychology Review 21, no. 2 (April 8, 2009): 113–40. http://dx.doi.org/10.1007/s10648-009-9098-7.

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Ploetzner, Rolf, Sandra Berney, and Mireille Bétrancourt. "A review of learning demands in instructional animations: The educational effectiveness of animations unfolds if the features of change need to be learned." Journal of Computer Assisted Learning 36, no. 6 (July 28, 2020): 838–60. http://dx.doi.org/10.1111/jcal.12476.

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Cetin-Dindar, Ayla, Yezdan Boz, Demet Yildiran Sonmez, and Nilgun Demirci Celep. "Development of pre-service chemistry teachers’ technological pedagogical content knowledge." Chemistry Education Research and Practice 19, no. 1 (2018): 167–83. http://dx.doi.org/10.1039/c7rp00175d.

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In this study, a mixed-method design was employed to investigate pre-service chemistry teachers’ Technological Pedagogical Content Knowledge (TPACK) development. For effective technology integration in instruction, knowledge about technology is not enough; teachers should have different knowledge types which are content, pedagogical, and technological. The 17 pre-service chemistry teachers who enrolled in the Instructional Technology and Material Development course participated in the study for one semester. The purpose of this course was to learn how to integrate simulations, animations, instructional games, data-logging, virtual labs and virtual field trips into chemistry instruction considering factors such as chemistry subjects and students’ possible alternative conceptions or their previous chemistry knowledge. A survey and interviews were used to gather data on the pre-service chemistry teachers’ TPACK framework both before and after the semester. A mixed between-within subjects analysis of variance was conducted to examine the differences in the pre-service teachers’ TPACK at two time periods considering also the gender factor. For the qualitative data, deductive analysis based on existing codes and categories was applied. The quantitative and qualitative findings of this study revealed that the pre-service chemistry teachers’ TPACK improved partially on some components. In addition, based on these findings, gender was not found to be a significant variable in technology integration. For further development in the TPACK framework, more context related technology applications in a learning and teaching environment are needed.

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Anohah, Ebenezer. "Pedagogy and Design of Online Learning Environment in Computer Science Education for High Schools." International Journal of Online Pedagogy and Course Design 6, no. 3 (July 2016): 39–51. http://dx.doi.org/10.4018/ijopcd.2016070104.

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This paper reviews literature about evolving and classical theories to understand pedagogical assumptions that inform concept of instructional strategy framework in optimizing online computer science education for high schools. Exploring these areas of research is valuable for understanding instructional practices that are needed for computer science educators to implement K-12 online computer science education. The study reveals that for students to achieve varying needs in computer science education, an online learning environment or management systems should adopt multiple pedagogical approaches. The researcher assertion is that, creating learning environment or augmenting learning management systems with plugins based on these pedagogical assumptions should for instance feature automatic feedback on programming exercises, visualization of algorithms and representation of concepts in animations or physical activities which are extremely important to incorporate computing principles in online education for K-12 students.

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de Koning, Björn B., Huib K. Tabbers, Remy M. J. P. Rikers, and Fred Paas. "Learning by generating vs. receiving instructional explanations: Two approaches to enhance attention cueing in animations." Computers & Education 55, no. 2 (September 2010): 681–91. http://dx.doi.org/10.1016/j.compedu.2010.02.027.

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Akpokiere, Roseline, Oloyede Solomon Oyelekan, and Adekunle Solomon Olorundare. "Development of a Computer Package on Organic Chemistry for Colleges of Education Students in Nigeria." International Journal of Virtual and Personal Learning Environments 10, no. 1 (January 2020): 36–50. http://dx.doi.org/10.4018/ijvple.2020010103.

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The low achievement of chemistry students in Nigerian Colleges of Education has been attributed to a number of factors including a lack of indigenous computer software for enhancing course teaching. This study therefore sought to develop and validate an instructional computer package on organic chemistry for Colleges of Education in Nigeria. The development of the package involved the use of Macromedia Flash and Macromedia Time Line and Frames on HTML platform. CorelDraw and Microsoft Word programs were used for texts and graphics, Macromedia Fireworks was used for some texts, buttons, and graphics, while Macromedia Flash was utilised for animations. In the end, an organic chemistry computer instructional package (OCIP) has been produced and validated. It is recommended among others that lecturers teaching organic chemistry to first year College of Education students should make use of the developed package to improve the understanding of the course by the students.

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Noyes, Julie A., Kira J. Carbonneau, Chad M. Gotch, and Susan M. Matthew. "Is a Picture Worth a Thousand Words? Evaluating the Design of Instructional Animations in Veterinary Education." Journal of Veterinary Medical Education 47, no. 1 (January 2020): 69–77. http://dx.doi.org/10.3138/jvme.0118-002r.

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Höffler, Tim N., and Detlev Leutner. "The role of spatial ability in learning from instructional animations – Evidence for an ability-as-compensator hypothesis." Computers in Human Behavior 27, no. 1 (January 2011): 209–16. http://dx.doi.org/10.1016/j.chb.2010.07.042.

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Wouters, Pieter, Fred Paas, and Jeroen J. G. van Merriënboer. "How to Optimize Learning From Animated Models: A Review of Guidelines Based on Cognitive Load." Review of Educational Research 78, no. 3 (September 2008): 645–75. http://dx.doi.org/10.3102/0034654308320320.

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Animated models explicate the procedure to solve a problem, as well as the rationale behind this procedure. For abstract cognitive processes, animations might be beneficial, especially when a supportive pedagogical agent provides explanations. This article argues that animated models can be an effective instructional method, provided that they are designed in such a way that cognitive capacity is optimally employed. This review proposes three sets of design guidelines based on cognitive load research: The first aims at managing the complexity of subject matter. The second focuses on preventing activities (attributed to poor design) that obstruct learning. The last incites learners to engage in the active and relevant processing of subject matter. Finally, an integrative framework is presented for designing effective animated models.

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Respati, Pramita, Marhan Taufik, and Agung Deddiliawan Ismail. "The Development Learning Video of Cube And Cuboid for Deaf Students in the 3RD Grade of Middle School." Mathematics Education Journal 2, no. 2 (August 28, 2018): 122. http://dx.doi.org/10.22219/mej.v2i2.6497.

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This research was aims to develop video instructional media of cube andcuboid for deaf students. The background of doing this research instructionalmedia is not only required by means of the normal students, but it is neededby the students who have special needs like deaf students also. Observationresult addresses that the deaf students are inclined to be slow in catching thematerials are given due to the lack of media, difficulty in imagining cube andcuboid, and forget the materials are given. In accordance with the students'characteristics and needs, it requires the visual-based media. This researchtypically employed research and development method. The result ofvalidation based on the assessment of media practitioner with the scalestarting from 0 to 5 was 4.42, and material practitioner from 0 to 5 was 4. Theresult of validator's assessment demonstrated that this instructional media canbe available to use. The result of students' response in using this instructionalmedia was 74.5 %. It revealed that students' response to this instructionalmedia was good. This research has added the Sistem Isyarat BahasaIndonesia (SIBI), and accordance with the characteristics of deaf students andalso has added animations from the Cabri3D software to help studentsobserve the shape and characteristics of the building blocks and cubes

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Wilson, Kristy J., Tammy M. Long, Jennifer L. Momsen, and Elena Bray Speth. "Modeling in the Classroom: Making Relationships and Systems Visible." CBE—Life Sciences Education 19, no. 1 (March 2020): fe1. http://dx.doi.org/10.1187/cbe.19-11-0255.

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As an instructional tool, models can transform the student experience from the static to the dynamic, the flat to the 3D, and the siloed to the integrated. Few practical resources exist to help instructors transition toward model-based classroom practices. The Modeling in the Classroom evidence-based teaching guide provides instructors with a tool kit for incorporating models and modeling into their classrooms ( https://lse.ascb.org/evidence-based-teaching-guides/modeling-in-the-classroom ). The guide discusses the underpinnings of modeling as a core scientific practice, one that can enable student development of systems thinking skills and understanding of biological concepts. The guide describes a variety of model types, including phylogenetic trees, simulations, animations, diagrams, conceptual models, concept maps, and tactile models supported by summaries of and links to articles and resources. In this paper, we will introduce key findings describing why and how to use models in the classroom. We also describe open research questions needed to address classroom implementation, instructional design, and development of students’ knowledge and skills. It is our hope that the guide will provide a suitable combination of research-based findings and practical suggestions that instructors will be supported and encouraged to thoughtfully incorporate modeling to support learning goals.

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Warfa, Abdi-Rizak M., Gillian H. Roehrig, Jamie L. Schneider, and James Nyachwaya. "Collaborative discourse and the modeling of solution chemistry with magnetic 3D physical models – impact and characterization." Chem. Educ. Res. Pract. 15, no. 4 (2014): 835–48. http://dx.doi.org/10.1039/c4rp00119b.

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A significant body of the literature in science education examines students' conceptions of the dissolution of ionic solids in water, often showing that students lack proper understanding of the particulate nature of dissolving materials as well as holding numerous misconceptions about the dissolution process. Consequently, chemical educators have explored several instructional strategies to address this issue including the use of multimedia, computer animations, and hands-on activities. In this paper, we describe the ways in which the use of physical 3D magnetic molecular models during a cooperative inquiry-based activity on chemical bonding prompted classroom discourse on what counts as chemically justifiable and appropriate representations of dissolved ionic solids in water. In so doing, we use the intersection of science education and technology to research the role of models in science teaching, the nature of classroom discourse initiated by modeling activities, and unfolding changes in student conceptions and ultimately student learning.

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Rakhmawati, Isna, and Sri Rachmajanti. "MULTIMEDIA-BASED LISTENING MATERIALS FOR LOWER SECONDARY SCHOOL STUDENTS." J-ELLiT (Journal of English Language, Literature, and Teaching) 2, no. 1 (June 29, 2018): 25. http://dx.doi.org/10.17977/um046v2i1p25-34.

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Achieving the Millennium Development Goals means preparing the Z Generation to learn English in more challenging instructional process that requires instruction using technology-based materials. Ample research has been conducted in developing such materials; however, little has been carried out for non-college students. Therefore, this study was conducted to develop a prototype of supplementary multimedia-based listening materials to teach descriptive texts for the seven graders using scientific procedure as recommended by the 2013 Curriculum involving stages of learning, namely: observing the oral texts, formulating questions about the texts, collecting the data, analyzing the data, communicating knowledge about the oral texts and then finally creating the texts. The research design of this study was adapted from the framework of developmental model by Gall, et al. (2003) that covers the following steps: needs assessment, product planning and design, product development, product validation, product revision and product try-out. The procedures of materials development were adapted from the Delphi Model by Kinney and Bruck (2009) which includes pre-development, product development, and final product. The final product of this study was in the form of macromedia flash file attached inside CDs/DVDs. The result of product evaluation and try-out showed that the listening materials were interestingly presented in terms of topics, listening activities and animations, and motivating for the students to learn descriptive texts.

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Coates, Heather. "Surveying North American Academic Library Websites for Instructional Outreach and Delivery Reveals a Broad Range of Approaches Employed." Evidence Based Library and Information Practice 9, no. 4 (December 5, 2014): 61. http://dx.doi.org/10.18438/b85p6g.

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A Review of: Yang., S. Q., & Chou, M. (2014). Promoting and teaching information literacy on the Internet: Surveying the web sites of 264 academic libraries in North America. Journal of Web Librarianship, 8(1), 88-104. http://dx.doi.org/10.1080/19322909.2014.855586 Abstract Objective – To determine the extent to which academic libraries have used the Web to market and deliver information literacy both as a service and as a concept. Design – Survey of web content. Setting – Websites of North American academic libraries. Subjects – A random sample of 264 libraries selected from Peterson’s Four-Year Colleges. Methods – The investigators reviewed and analyzed content on academic library websites by recording the presence of various types of information. Presence was recorded for the term information literacy, tutorial content, guides and tests, and delivery of information literacy instruction. The frequencies of tutorials and guides were also reported. Main Results – Approximately 65% of the libraries used their website to promote instruction, while 30% did not mention information literacy or library instruction. A wide range of terminology was used to denote library instruction, but information literacy was not highly used. Approximately 5% of libraries had no public web presence. Research guides, tutorials, or both were provided by 64% of libraries. More than 300 tutorials in a variety of formats, including Adobe Flash videos, static web pages with little or no animations, webcasts, documents, and presentations were offered by 111 libraries. The tutorials addressed general research topics, databases, concepts and technical skills, among others. Conclusion – While the majority of academic libraries sampled have incorporated information literacy and library instruction into their web presence, it is unclear why nearly one third did not mention these activities. Further study is needed to benchmark how libraries are using the Web for instruction and outreach.

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Sakalyte, Viktorija, Tom Cassidy, and Amy Holroyd. "Designing an educational tool to revitalise woven textile mending." Research Journal of Textile and Apparel 21, no. 4 (December 4, 2017): 242–62. http://dx.doi.org/10.1108/rjta-06-2017-0027.

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Purpose Because of advances in woollen woven textile manufacture, the occurrence of industrial textile mending has diminished. While the demand for the skill is still present in certain settings, the availability of learning resources is limited relating to this particular craft. The purpose of this paper is to design and produce an effective educational learning tool to teach mending skills. Design/methodology/approach To address the aims of this dissertation project, bricolage methodology and qualitative research methods have been used. Using the findings from primary and secondary research, the educational, instructional video was developed to document and display the mending craft practice in a format that would endure and be accessible to anybody who wished to learn. After determining that the ability to understand woven pattern structures was key in learning mending skill, the visual tool was developed using two-dimensional woven structure diagrams and animations to train pattern comprehension and recognition. Findings The results of educational video tool testing confirmed that using two-dimensional animated diagrams of woven structures was an effective method to teach pattern comprehension. Also, it was found that the trainee’s participation in the instructional video was effective in helping to teach other learners mending skills. The structure of the educational video made the learning more organised and comprehensible, as it assisted in the learning process through the combined media that reiterated the same information in different formats. Originality/value Design technology was applied to provide a comprehensible educational resource that could be used to learn and revitalise mending skills. The principles and methods applied in this resource could be adapted to teach different textile disciplines or other craft practices.

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Khudzaifah, Muhammad, and Hawzah Sa'adati. "PELATIHAN PEMBUATAN BAHAN AJAR BERBASIS MULTIMEDIA BAGI GURU-GURU AL YASINI PASURUAN." Journal of Research on Community Engagement 1, no. 2 (March 29, 2020): 44. http://dx.doi.org/10.18860/jrce.v1i1.7639.

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Multimedia provides opportunities for educators to develop learning techniques so as to produce maximum results, with multi media it is hoped that they will be easier to determine with what and how students can absorb information quickly and efficiently. Until now, interactive learning media has not been developed optimally in Indonesia. One obstacle in the development of interactive learning media is the lack of mastery of interactive media development technology by teachers, so the development of interactive learning materials with computers is less than optimal. This online-based learning media development training that will be developed and applied for teachers at the Al Yasini Pasuruan Foundation is expected to provide new insights in making instructional media, given the ability of this program in terms of making animations for attractive online-based learning media in a relatively easy way . With the mastery of online-based learning media by the teachers at the Al Yasini Pasuruan Foundation, it is hoped that it will trigger students' interest to be more enthusiastic in following the lessons, and ultimately will improve the overall quality of learning.

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Gunadi, Goldie, and I. Ketut Sudaryana. "ANALISA TINGKAT PENERIMAAN APLIKASI SCRATCH MENGGUNAKAN TECHNOLOGY ACCEPTANCE MODEL (TAM)." Infotech: Journal of Technology Information 7, no. 1 (June 30, 2021): 7–18. http://dx.doi.org/10.37365/jti.v7i1.101.

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In connection with the need for making instructional media applications by teachers in the distance learning process, PT. Bangun Satya Wacana (BSW) through the Diginusa department held training on the use of the Scratch visual programming application to create learning materials such as games, animations and interactive quizzes. Scratch is a graphical programming language using drag and drop command blocks. Besides that, Scratch can be used both online and offline, so it is very helpful for the distance learning process (DLP). This research aims to see how the level of acceptance of teachers to Scratch using the Technology Acceptance Model (TAM) method. The indicators measured are Self-Efficacy, Complexity, Perceived Usefulness, Perceived Ease of Use, Intention to Use and Actual Technology Use, then analyzed by linear regression method with the help of IBM SPSS software. From the results of the analysis carried out, it can be seen that the Intention to Use affects the Actual Technology Use. Perceived Usefulness and Perceived Ease of Use together affect the Intention to Use. Perceived Ease of Use, Self-Efficacy and Complexity together have a significant effect on Perceived Usefulness.

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Habib, Md Ahsan, Anju Manara, Mahmuda Ayub, Nasrin Begum, Sharmin Hossain, and Md Delowar Hossain. "Development of Training Aids for Teaching-learning of Anatomy Incorporating the Views of Teachers and Students : A Prospective Study." Journal of Armed Forces Medical College, Bangladesh 12, no. 2 (December 1, 2016): 50–55. http://dx.doi.org/10.3329/jafmc.v12i2.41088.

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Introduction: Medical educationists in the field of anatomy are in search of alternative to the traditional anatomy education based on topographical structural anatomy. The integration of newer teaching modalities and modern technology is encouraging interest and enhancing retention of anatomical knowledge and its clinical relevance. Objective: This study was designed to build an instructional infrastructure keeping in mind the demand of students as well as teachers and to analyze the effect of developed models on the learning of anatomy of undergraduate students.Materials and Methods: This prospective descriptive study was carried out at the department of anatomy, Armed Forces Medical College (AFMC), Dhaka Cantonment in two stages, during the period of January 2016 to December 2016. In the first stage, infrastructural facilities were developed for intervention in target population. Anatomical models were prepared by copying selected real abdominal viscera and models. During the second stage, the term II students were exposed to the newly developed learning environment and they got assistance from teachers. At the end of the term, students’ views were taken using structured questionnaires. After the term examination opinion of the teachers were taken using separate structured questionnaires. Result of the term final was analyzed. Statistical analysis was made using Microsoft Excel and SPSS 19. Results: As per the opinion of the user around 3/4th perfection level was achieved in preparing model (students’ view 72.17±15.51% and teachers’ opinion 77.56±10.13%; p=0.31). Both students and teachers opined that they got good benefit (mean score 3.82± 0.64 and 4.11±0.33 respectively out of total score 1 to 5) from the use of models prepared at the department and issued to students. Of the studied students 96.9%, 87.5%, 87.5% and 90.6% expressed that figure/pictures, models, animations and movies and Power Point presentation respectively created positive interest among them and on their learning of anatomy. Only 7%, 6.1% and 2.6% students expressed that models, animations and movies and Power Point presentation respectively do not have positive role on their learning process. On the other hand 100% teachers opined that figure/pictures, models, animations and movies and Power Point presentation created positive interest in the students and on their learning of anatomy. Analysis of result of oral and practical part of top 80 students (65% of total) was done. Mean of percentage score of the students in term I and II examinations were 60.92±7.54 and 66.39±6.51 (p=00) and ranges 82.25 to 49.50 and 79.5 to 53.75 respectively. Conclusion: Both the teachers and students advised to make the training aids more available to the students by increasing the number and also emphasized on the improvement of quality. Journal of Armed Forces Medical College Bangladesh Vol.12(2) 2016: 50-55

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Jabbour, Khayrazad Kari. "Presents Spoken Texts in Multimedia Instructions as an Alternative to Printed Texts." Journal of Education and Vocational Research 3, no. 9 (September 15, 2012): 297–302. http://dx.doi.org/10.22610/jevr.v3i9.81.

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Multimedia instructions refer to presentations that contain graphics and texts information. The graphics can include pictures, drawings, diagram, chart, animation, video, or simulations. In addition, texts can include printed texts or spoken texts. Multimedia education occurs when learners create mental representations caused by combining texts and relevant graphics simultaneously in lessons. Research evidence shows that not all multimedia instructions are equally useful. How can we use multimedia instructional to help learners to grasp knowledge? Do learners learn better when multimedia instructions present spoken text in multimedia instructions as an alternative to printed text principle? This article examines whether there is any benefit on supplementing spoken text with multimedia. Specifically, do learners learn more from spoken text and graphics, rather than from printed text and graphics? Meaningful learning engages the learner into excessive cognitive load processing during learning; on the other hand, the learnerâ€™s cognitive capacity is limited. For that, reasons multimedia instructional designers must take into account the learner's cognitive load processing. One of the obstacles of multimedia instructions is the possibility of overloading the learnersâ€™ cognitive capacity. Multimedia instructional designers must design multimedia instruction in ways that minimize the possibility of overloading the learnersâ€™ cognitive capacity. Also will examines the limitations of presenting spoken rather than printed texts; Reasons for presenting spoken rather than printed texts; Evidence for Using Spoken Rather Than Printed Text; And when this principle applies.

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Souza, José Marconi Bezerra de, and Mary C. Dyson. "Are animated demonstrations the clearest and most comfortable way to communicate on-screen instructions?" Information Design Journal 16, no. 2 (August 4, 2008): 107–24. http://dx.doi.org/10.1075/idj.16.2.03bez.

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This study uses preference measurements to compare participants’ perceptions of nine versions of on-screen instructions and aims to discover the ones users consider to be the clearest and most comfortable to use. Instructions are divided into 3 categories: composite instructions, synoptic instructions and animated demonstrations. A group of twenty-four adult participants ranked instructions, first within the same category and then between categories. Even though no data was gathered to suggest which type of instruction will lead to better learning, the results show that animations are perceived as being the clearest and most comfortable to use. Users are likely to welcome animations, particularly for learning highly dynamic and non-intuitive software drawing tasks (i.e., using Bezier tools).

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İneç, Zekeriya Fatih. "The Development Process of a Coding Game Engine for Culture Transfer in Social Sciences Education: SIGUN." Shanlax International Journal of Education 9, no. 2 (March 1, 2021): 102–7. http://dx.doi.org/10.34293/education.v9i2.3628.

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This study aimed to explain the development stages of an online coding application engine (SIGUN) according to the R2D2 instructional design model to support and develop cultural transfer in social sciences education and popularize the national culture. During the definition phase of R2D2, analyzes of needs, learner, task and content were made. In needs analysis, it was decided to develop a coding application that transfers national culture instead of transnational culture in coding education. In the analysis of learners, the coding skills of the students at different grades were examined through samples, and it was decided that SIGUN should be editable according to their developmental characteristics. It was planned to assign tasks to learners in task analysis and to fictionalize the tasks in the prototype through Dede Korkut stories in content analysis. In the design and development phase of R2D2, it was decided to create an online system choosing media and equipment. Subsequently, the design and development process of SIGUN was started creating a draft graphic design interface through determining the development environments. In this sense, a web-based coding engine was developed with various coding languages. The rapid prototype was analyzed for process evaluation as being equipped with national culture elements and thus, the final version was created. Due to its dynamic structure, SIGUNwas can be adapted for different developmental stages of children and popularized while transferring abstract and concrete cultural elements with animations.

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Spinillo, Carla Galvão, Ana Emília Figueiredo de Oliveira, Katherine Marjorie, Camila Lima, Larissa Ugaya Mazza, Luana Oliveira, and Ivana Figueiredo de Oliveira Aquino. "Designing animated pictorial instructions: A methodology proposed for the Open University of the Unified Health System in Brazil (UNA-SUS/UFMA)." European Journal of Teaching and Education 2, no. 4 (December 30, 2020): 42–51. http://dx.doi.org/10.33422/ejte.v2i4.525.

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Animated pictorial instructions are effective resources for learning medical content (e.g., surgical procedures). Considering this, the Open University of the Unified Health System of the Federal University of Maranhão (UNA-SUS/UFMA) in Brazil employs animation in their distance learning courses. From 2009 to the present the UNA-SUS/UFMA has offered 48 e-courses to health professionals, reaching around 470,000 enrolments. The development of animated instructions at UNA-SUS/UFMA considers medical and pedagogical knowledge only, lacking information design expertise to reach communication effectiveness. Thus, a design methodology was proposed based on: (a) the results of an analytical study of 100 medical animations; (b) the outcomes of a context analysis of the UNA-SUS/UFMA design process through interviews with the heads of the educational production departments; and (c) the results of an online questionnaire with 1,735 health professionals. The methodology consists of three phases: (1) Structuring: identification and arrangement of different contents (introductory content, inventory information, steps, warnings), resulting in an animation script; (2) Representation: definition of the animation graphic appearance and technological resources (e.g., pictorial style, camera framing, interaction cues), resulting in a visual storyboard or mock-up/prototype that can be tested with users (e.g., comprehension, usability tests); and (3) Finalization: programming and production of the animation. For each phase, instruments/protocols were developed to aid decision-making (form, guidelines and checklist). To evaluate the methodology, a focus group was conducted with the animation stakeholders/developers of the UNA-SUS/UFMA. The results were positive, but suggestions were made to improve the decision-making instruments, which were considered in the methodology final design.

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Journal articles on the topic 'Instructional animations'

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