Effects Of Computer Animation Research Articles

PENGARUH BUTIR SOAL DALAM FORMAT ANIMASI TERHADAP HASIL TES PEMAHAMAN KONSEP PEMBIASAN CAHAYA

This study investigates the effect of computer animation on assessment of conceptual understanding in refraction phenomena. An instrument was developed by replacing static pictures and descriptions of ray motion on refraction phenomena with computer animations, a commonly used pencil and paper test. Both quantitative and qualitative data were collected. The animated and static versions of the test were given to students and the results were statistically analyzed. The questionnaire was also conducted to provide the student responses about using of animated version test on assessment of conceptual understanding in refraction phenomena. The results suggest that the use of the animation version of the test can be improving score of the conceptual understanding test in refraction phenomena. In general, students had a better understanding of the intent of the question when viewing an animation and gave an answer that was more indicative of their actual understanding, as reflected in the response of the questionnaire.Keywords: animation version test, conceptual understanding test, refraction phenomena

애니메이션과 인지양식이 과학적 이해와 파지에 미치는 영향

본 연구의 목적은 애니메이션이 서로 다른 인지양식(cognitive s tyle)을 가지고 있는 학습자의 과학적 개념 이해와 파지에 미치는 영향에 대하여 조사하는데 있다. 연구대상은 Group Embedded Figures T es t에 의하여 장 독립적(field- independent), 장중립적(field- neutral), 또는 장 의존적(field- dependent)인 학습자로 분류된 121명의 대학생이다. 이들은 애니메이션 그룹(N=61)과 정지화상 그룹(N=60)으로 배정되어 각기 자전거 펌프에 관한 원리를 학습 받았다. (이들 각 그룹은 자전거 펌프에 관한 설명이 담겨진 해설을 음성(sound) 형식으로 동일하게 제공받았다.) 각 수업이 끝나는 즉시 문제해결능력(problem- solving)과 파지(retention)에 관한 검사를 수행하였다. 검사 결과 애니메이션을 이용하여 학습을 한 그룹의 문제해결능력은 정지화상이 주어졌던 그룹의 그것보다 높은 것으로 나타났으나, 두 그룹간의 파지능력 차이는 없는 것으로 나타났다. 또한 장 의존적 학습자들 중 애니메이션을 이용하여 학습을 한경우 정지화상을 통해 학습을 한 장 의존적 학습자들에 비해 문제해결능력 검사에서 약 40% 정도 더 높은 성적을 나타내었다. 본 연구는 애니메이션을 사용하는 것이 학습자의 과학적 개념과 관련된 문제해결능력을 향상시켜주는데 도움을 주며, 이와 같은 애니메이션의 영향은 장 의존적인 학습자에게서 더욱 뚜렷하다는 것을 시사하고 있다.

Spatial Abilities and the Effects of Computer Animation on Short-Term and Long-Term Comprehension

This study examined the effects on understanding of differing levels of visual presentations and spatial abilities with concepts involving time and motion. Subjects were presented with one of three levels of graphic presentations (no graphics, static graphics, animated graphics) which were crossed with two levels of spatial abilities (high, low). The purpose was to determine if the presentation viewed by the subjects affected levels of understanding. Results supported several predictions. As predicted, low-spatial-ability subjects receiving presentations with animation made significantly greater gains than low-spatial-ability subjects not receiving animation. On short-term comprehension, results showed that spatial ability was a statistically significant factor and on long-term understanding the type of presentation had a statistically significant effect on the subject's performance.

The Effect of Computer Animation on Students’ Understanding of Microbiology

AbstractFour studies (one experimental and three comparative) were conducted to assess the instructional effectiveness of three separate animated computer tutorials illustrating dynamic processes in microbiology. Forty-four university students in an introductory microbiology class randomly viewed either an animated tutorial on the nitrogen cycle or a comparable textual handout with still diagrams. Results indicated a significant advantage for subjects in the animated condition. However, a possible confounding variable was identified, reducing the number of cases that could be analyzed with confidence. The tutorial used in the experiment was then made available to the entire class of 206 students for general voluntary viewing. It was used later in the course modules on immunology and HIV and AIDS. Students who viewed each tutorial were compared on specific exam questions to students who did not view the tutorial, using prior and current exam scores (excluding the target questions) as control variables. Res...

The effects of computer animation on adult learning and retrieval tasks

The effects of computer animation on adult learning and retrieval tasks