Abstract
This study investigates opinions of Grade 12 students about the use of Graphics Interchange Format (GIF) animations in mathematics lessons. It explores the ways of making mathematics easier and more understandable for students by demonstrating whether or not GIF animations that emerged from the integration of technology into mathematics education appeal to students both visually and educationally, and how mathematics education can be made more visual and educational through GIF animations. Here, survey model was selected and used from research models. The research sample consisted of forty-one science students in two schools (Anatolian High School and Science High School) affiliated to the Ministry of National Education in Igdir in the 2016-2017 academic year. 20 GIF animations taken from various local and foreign sites were used as materials. For data gathering, an evaluation form was used in which the participants were asked to assess whether the GIFs were educationally and visually competent, and if not, to express their reasons. The results revealed that five GIF animations were visually inadequate in general by students whereas ten GIF animations were found to be educationally inadequate. The students stated that the reasons for visual inadequacy were: containing foreign words, being too fast, being slow and boring, being colorless and not being understandable. The reasons for educational inadequacy were: not being academically clear and understandable, being confusing, lacking numerical values, writings not being in Turkish, and being irrelevant to everyday life. Students said that they encounter GIF animations more in social media, and were surprised to see GIF animations used in mathematics education, but after the application they thought that it would be useful. Key words: GIF, mathematics education, geometry, visuality, instructiveness.
Highlights
In order to investigate the effectiveness of Graphics Interchange Format (GIF) animations in the 12th grade mathematics education of secondary schools, to demonstrate both the visual and educational shortcomings and advantages, and to guide those who will benefit from these GIFs as well as to present the features to be looked for in existing GIFs, the written feedbacks obtained from the evaluation forms filled out by the participant students were evaluated and the problem statement of the study was attempted to be answered
In order to determine the adequacies related to GIF animations, the evaluation form was applied to the student groups in the two schools as a data collection tool
When the overall responses were taken into account, GIFs 3, 9, 14, 12, 6 and 19 were found to be considerably adequate on the visual scale
Summary
A substantial amount of money is spent on technology by schools, families and policymakers with the hope of improving educational outcomes (Bulman and Fairlie, 2016) This is because the ability of students to use information and communication technologies effectively and efficiently can be achieved through the integration of these technologies into classroom environments (Ozan and Tasgin, 2017). This is because the activities in the virtual environment assist motor behavior in grasping reality (Karadogan and Arslan, 2004)
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