Using Animations To Teach Biology: Past & Future Research on the Attributes that Underlie Pedagogically Sound Animations

Abstract

The most effective teachers use a diversity of methods and approaches to assist their students in the learning process. Multiple technical resources (commonly referred to as multimedia) are currently used by many instructors to communicate difficult topics and concepts to their students in meaningful ways. The issue that arises is not only how to use the various multimedia but how to use them effectively. One area of rapid development is in the area of short instructional that can be used in class or made available online. An extensive literature exists on the value of in teaching in many different disciplines, but studies in biology are few. Various sources have shown that are more effective than static sequential images (Pollock et al., 2002; Nicholls & Merkel, 1996). Clearly, things that are by nature dynamic should benefit by being represented in a dynamic way (Tversky & Morrison, 2002). Here we will evaluate how can be and have been used as effective teaching and learning tools in biology and what more needs to be done to understand their true value. Animated Biology Various authors have been involved in major projects aimed at developing top quality for the teaching of biological events and processes. Heyden (2004), a multimedia consultant, provides detailed insight into some of the attributes that underlie the production of effective multimedia, and comments on many of the popular animation packages. The animation programs that have been used vary in their difficulty to learn as well as in the time and cost of producing animations, but each has its own value. McClean et al. (2005) are part of a consortium (The World Wide Web Instructional Committee at North Dakota State University) that was formed to develop high-quality animations for the teaching of cell and molecular biology. Their VCell present excellent 3D renderings of a diversity of primarily molecular processes from gene expression to protein synthesis. They have also provided data supporting the value of in the learning process particularly when coupled with in-class discussion (McClean et al., 2005). Stith (2004) has produced a diversity of short and effective of many biological processes using Macromedia FLASH. His are freely available online and have been used by him and others to assess the value of in teaching biology (O'Day, 2007). FLASH produces very good that are scalable with the potential to make them interactive. O'Day (2006) has developed a simpler method that any student or faculty member can use for making effective, high quality, and pedagogically-sound animations. While this method lacks some attributes afforded by other true animation packages, it benefits from its simplicity, the ability to revise as needed, and the ability to make in a very short period of time. In fact, as reflected in the apprehension principle discussed below, simplicity may be a redeeming feature of quality teaching animations. Pedagogical Parameters: The Attributes of Effective Animations A number of fundamental elements must be included to produce an effective instructional animation. These are summarized in Table 1. Often, one of our failings as teachers is to overlook the abilities and interests of our students. The first step in being a good teacher is getting your students' attention. The second is holding that attention. There are unlimited ways to have a successful Step One. There are also many ways to lose your students' attention. One of these is clear: Discussing or lecturing on material that is beyond student comprehension will generate frustration in one's students. This is also true for animations. It is well documented that the material provided to students must be appropriate to the topic at hand and to their educational status. The Apprehension Principle states that in order for a learner to gain a proper understanding of the material, the content must be easily and accurately perceived and understood. …