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Articles 1 - 7 of 7
Full-Text Articles in Education
Augmenting Instructional Animations With A Body Analogy To Help Children Learn About Physical Systems, Wim T. J. L Pouw, Tamara Van Gog, Rolf A. Zwaan, Fred Paas
Augmenting Instructional Animations With A Body Analogy To Help Children Learn About Physical Systems, Wim T. J. L Pouw, Tamara Van Gog, Rolf A. Zwaan, Fred Paas
Faculty of Social Sciences - Papers (Archive)
We investigated whether augmenting instructional animations with a body analogy (BA) would improve 10- to 13-year-old children's learning about class-1 levers. Children with a lower level of general math skill who learned with an instructional animation that provided a BA of the physical system, showed higher accuracy on a lever problemsolving reaction time task than children studying the instructional animation without this BA. Additionally, learning with a BA led to a higher speed-accuracy trade-off during the transfer task for children with a lower math skill, which provided additional evidence that especially this group is likely to be affected by learning …
Using Computer Simulations As A Pre-Training Activity In A Hands-On Lab To Help Community College Students Improve Their Understanding Of Physics, Blanca Pineda
Doctoral Dissertations
The purpose of this study was to investigate the effectiveness of using computer simulations as a pre-training activity to a hands-on lab to improve students’ understanding of induction topics in physics. The computer simulation activity was compared to an overview presentation. Conceptual understanding and spatial ability were measured. A two-group descriptive repeated measures design was implemented with a convenience sample of 35 community college physics students in the Bay Area. Participants were randomly assigned to a simulation group (n = 17) or a presentation group (n = 18). A 30-item spatial ability assessment was given to all participants one week …
Effects Of Simultaneously Observing And Making Gestures While Studying Grammar Animations On Cognitive Load And Learning, Lysanne S. Post, Tamara Van Gog, Fred Paas, Rolf A. Zwaan
Effects Of Simultaneously Observing And Making Gestures While Studying Grammar Animations On Cognitive Load And Learning, Lysanne S. Post, Tamara Van Gog, Fred Paas, Rolf A. Zwaan
Faculty of Social Sciences - Papers (Archive)
This study examined whether simultaneously observing and making gestures while studying animations would lighten cognitive load and facilitate the acquisition of grammatical rules. In contrast to our hypothesis, results showed that children in the gesturing condition performed worse on the posttest than children in the non-gesturing, control condition. A more detailed analysis of the data revealed an expertise reversal effect, indicating that this negative effect on posttest performance materialized for children with lower levels of general language skills, but not for children with higher levels of general language skills. The finding that for children with lower language ability, cognitive load …
The 5 Rs: A New Teaching Approach To Encourage Slowmations (Studentgenerated Animations) Of Science Concepts, Garry Hoban, Wendy Nielsen
The 5 Rs: A New Teaching Approach To Encourage Slowmations (Studentgenerated Animations) Of Science Concepts, Garry Hoban, Wendy Nielsen
Faculty of Education - Papers (Archive)
“Slowmation” (abbreviated from “Slow Animation”) is a simplified way of making an animation so that students can create one as a new way of learning about a science concept. The teaching approach guiding slowmation encourages students to create a sequence of five multimodal representations (the 5 Rs) by making: (i) written notes being background knowledge from researching a topic or from direct instruction; (ii) a storyboard to design the animation; (iii) 2D or 3D models; (iv) images from digital still photographs of the models; and (vi) the final animation. The 5 Rs helps students to develop understanding of a science …
Articulating Constructionism: Learning Science Through Designing And Making "Slowmations" (Student-Generated Animations), Garry Hoban, Wendy Nielsen, Charles Carceller
Articulating Constructionism: Learning Science Through Designing And Making "Slowmations" (Student-Generated Animations), Garry Hoban, Wendy Nielsen, Charles Carceller
Faculty of Education - Papers (Archive)
This conceptual paper analyses several theoretical frameworks for “learning through making” using technology. First, the theoretical framework of Constructionism, which was proposed by Seymour Papert (1987), is discussed which is based on an integration of constructivist views of learning and social views of learning. Second, several instructional design frameworks are analysed and finally a theoretical framework based on Peirce‟s (1931) Semiotic Triad is explained. An example of learning through making is provided in the form of a “Slowmation” (abbreviated from “Slow Animation”), which is a new way for preservice teachers to learn science by making a narrated animation. It is …
Data Dumping, After The Test You Forget It All: Seeking Deep Approaches To Science Learning With Slowmation (Student-Generated Animations), Garry Hoban
Faculty of Education - Papers (Archive)
It Is not uncommon for university students to role learn facts and formulae to memorise information for a test. Unfortunately, these surface approaches to learning are encouraged by the complex teaching and learning system embedded in the context of university courses. Where possible, academics should encourage students to develop a deep approach to learning in their subJects. ' Slowmation" (abbreviated from Slow Animation) is an innovative teaching strategy that encourages students to design and make their own narrated digital animation that is played slowly at 2 frames/second to explain a concept. It is a simplified way of making animations that …
Animated Database Courseware: Using Animations To Extend Conceptual Understanding Of Database Concepts, Meg Murray, Mario Guimaraes
Animated Database Courseware: Using Animations To Extend Conceptual Understanding Of Database Concepts, Meg Murray, Mario Guimaraes
Faculty and Research Publications
Teaching abstract concepts can be best supported with supplemental instructional materials such as software animations. Visualization and animations have been shown to increase student motivation and help students develop deeper understandings. Through an NSF funded CCLI grant, a set of animations to support the teaching of database concepts is being developed and made freely available. Current modules available cover areas such as database design, interactive SQL, stored procedures and triggers, transactions and database security. In this paper, we provide an overview of the Animated Database Courseware (ADbC) as well as provide examples of how this software might be utilized in …