Use Of Computer Animation Research Articles

КОМПЬЮТЕРНАЯ АНИМАЦИЯ НА УРОКАХ АЛГЕБРЫ В 7-х КЛАССАХ: РЕЗУЛЬТАТЫ ЭКСПЕРИМЕНТАЛЬНОЙ РАБОТЫ

Statement of the problem. The article deals with the problem of visualization in teaching mathematics using animated drawings. The purpose of the article is to present the analysis of the experimental work on computer animation in the GeoGebra environment as a means of improving mathematical education at school. Research methodology. The methodological foundations of the research include activity-based, informational and visual approaches to teaching mathematics, a synthesis of the author’s work experience in testing computer animation at school. Research results. The results of the experimental work confirmed the expediency of using computer animation in the process of teaching algebra in the 7th grade (educational activity of students increased, as well as interest in research work and quality of mastering mathematical knowledge and skills). Conclusion. The use of computer animation in math lessons at school increases the level of understanding and assimilation of mathematical knowledge by providing clear illustrations of mathematical concepts and statements. The analysis of experimental work using the animation capabilities of computer environments shows an increase in the technological equipment of modern mathematics teachers, which help them achieve higher educational results.

Animation-based Learning Effectiveness in Physics Learning

21st century education requires teachers who can adapt to technological developments, including for physics teachers. Physics as one of the branches of science, studying and analyzing quantitatively the symptoms or natural processes. Physics is a science that studies the parts of nature and the interactions within them. The problem that is always experienced by students is the low learning outcomes caused by the lack of motivation in learning physics. Computer animation can be a solution offered to present effective learning in physics learning. Based on the results of the study it is known that the use of computer animation has a significant effect on the learning outcomes of physics and also the motivation of students in learning physics.

Visualising a comparison of simulated urban heat islands: a case study of two Slovakian cities

Abstract. Temperature increases in cities affects inhabitants’ quality of life, justifying the extent of research focusing on identifying, analysing, and assessing the relationship between the density of urban fabric represented by land cover/land use (LC/LU) classes and manifestation of the urban heat island (UHI) phenomenon. This paper delimits LC/LU classes for the urban Bratislava (2,117 ha of class 12110 dominated in 2016) and Trnava (598 ha of class 12120 dominated in 2016). The greatest median air temperature over 33 °C (at 18:00) was derived with the MUKLIMO model for the class Continuous urban fabric with the sealing degree > 80% in Bratislava. The graphic outputs improve our perception and evaluation of the LC/LU and UHI relationship. The information potential of the graphical outputs may increase through use of computer animations to represent the temperature changes during day or the temperature changes among years.

Validating the use of computer animations in male Etheostoma zonale: a comparison of individual response to live and artificial stimuli.

Validating the use of computer animations in male Etheostoma zonale: a comparison of individual response to live and artificial stimuli.

STRUCTURE OF ARCHITECTURE – TENSEGRITIES IN THE CONSTRUCTION OF ARCHITECTURAL SPACE

Abstract Computer techniques allow the digital recording of any spatial form, which significantly changes designing methods. The possibility of the use of computer animation in the analysis of the designed shape allows the digital recording of the changing structure. The paper focuses on the future use of the structures and their development and presents ways of applying tensegrity structures and of space extraction characterizing the architecture. The classification of structural variations is presented as well.

Animating Molecular Life: An Interview with Natasha Myers

In this interview, conducted by special issue co-editor Joel McKim, anthropologist Natasha Myers discusses her ethnographic exploration of how protein modellers attempt to render visible the nano-scale molecular structures that make up cellular life. Myers reflects on the ways these scientists make use of computer animation and other forms of embodied knowledge (including movement) as essential tools that allow them ‘to see beyond the limits of vision’. McKim and Myers discuss the tensions that arise when the goal of scientific accuracy meets the forms of aesthetics and style intrinsic to these activities of modelling. Myers identifies the ‘lively mechanism’ involved in the animated machines generated by the molecular scientists she observes.

The virtual lover: variable and easily guided 3D fish animations as an innovative tool in mate-choice experiments with sailfin mollies-II. Validation.

The use of computer animation in behavioral research is a state-of-the-art method for designing and presenting animated animals to live test animals. The major advantages of computer animations are: (1) the creation of animated animal stimuli with high variability of morphology and even behavior; (2) animated stimuli provide highly standardized, controlled and repeatable testing procedures; and (3) they allow a reduction in the number of live test animals regarding the 3Rs principle. But the use of animated animals should be attended by a thorough validation for each test species to verify that behavior measured with live animals toward virtual animals can also be expected with natural stimuli. Here we present results on the validation of a custom-made simulation for animated 3D sailfin mollies Poecilia latipinna and show that responses of live test females were as strong to an animated fish as to a video or a live male fish. Movement of an animated stimulus was important but female response was stronger toward a swimming 3D fish stimulus than to a “swimming” box. Moreover, male test fish were able to discriminate between animated male and female stimuli; hence, rendering the animated 3D fish a useful tool in mate-choice experiments with sailfin mollies.

Learning statics through in-class demonstration, assignment and evaluation

Statics is the well-established first course in mechanics for first-year engineering students all over the world. For this reason, good learning modules (making use of computer animation, group-based projects, practical labs, internet, etc.) have been developed for teaching statics especially at education-oriented universities. It seems, however, that rarely found are ‘in-class’ demonstrations or ‘hands-on’ teaching methods for statics which turn out to be crucial for encouraging first-year students to become quickly engaged in mechanics. There is indeed a lot of evidence that students fully appreciate physical concepts right in the classroom via these hands-on teaching methods. In this paper, one such hands-on teaching method, so-called ‘in-class demonstration, assignment and evaluation’ (DAE, for short), is presented. DAE involves six exercises that can be immediately adopted in the classroom to clearly convey to students the major concepts arising in statics, such as equilibrium, centre of gravity, stability and friction. It is found that DAE can get approximately 94% of the students in class to engage in learning and reduce the percentage of low-motivation students by 7–11%.

Effectiveness of computer animation and geometrical instructional model on mathematics achievement and retention among junior secondary school students

This study investigated the effectiveness of computer animation and geometry instructional model on mathematics achievement and retention on Junior Secondary School Students in Minna, Nigeria. It also examined the influence of gender on students’ achievement and retention. The research was a pre-test post-test experimental and control group design. 40 junior secondary school students were drawn from two secondary schools within Minna metropolis. Stratified random sampling technique was used to select 40 students (20 males and 20 females). The Geometry Achievement Test (GAT) was used for data collection. The reliability coefficient of 0.87 was obtained using Kuder-Richardson (KR-20). GAT was administered to students as pre-test and post-test. The students’ pre-test and post-test scores were analyzed using t-test statistics. The results indicated that the students taught geometry using computer animation performed significantly better in posttest and retention test than their counterparts taught geometry using instructional model and conventional method respectively. However, there was no significant difference reported in the post-test performance scores of male and female students taught geometry using computer animation and instructional model respectively. These findings indicated that geometry concept in mathematics could be taught and learnt meaningfully through the use of computer animation.

Fostering Pre-Service Teacher Trainees’ Understanding of Membrane Transport with Interactive Computer Animations

Educators often struggle when teaching various membrane transport processes because typically they have only two-dimensional tools to teach something that plays out in four dimensions. Research has demonstrated that visualizing processes in three dimensions aids learning, and animations are effective visualization tools for learners and aid with long-term retention. The purpose of this study was to explore how far the use of computer animations in membrane transport instruction can contribute to pre-service teacher trainees’ understanding of concepts and processes in membrane functions. Two comparable groups of first year pre-service teacher trainees participated: The control group (30 trainees) was taught in the traditional lecture format, while the experimental or animation group (32 trainees) received instructions which were integrated with computer animations. Four instruments were designed and used in the study: a closed form statement based questionnaire, a multiple choice questionnaire, an open ended questionnaire and personal interview. Analysis of the pre-test and post-test results showed that the experimental group had significantly higher scores than the control group. This trend was also reflected in personal interviews. This clearly indicates that computer animations have deepened the understanding of various concepts and processes of membrane transport of experimental group teacher trainees compared to that of control group. On the basis of these findings, it is concluded that animations can provide learners with explicit dynamic information that is either implicit or unavailable in static graphics. Therefore, it is recommended that the use of computer animation, a type of instructional mode which is capable of transforming students from passive receptacles of knowledge into active learners, should be used to teach Biology.

Body and Face Animation Based on Motion Capture

This paper introduces the motion capture technology and its use in computer animation. Motion capture is a powerful aid in computer animation and a supplement to the traditional key-frame animation. We use professional cameras to record the body motion and facial expression of the actor and then manipulate the data in software to eliminate some occlusion and confusion errors. As to data that is still not satisfying, we use data filter to smooth the motion by cutting some awry frames. Then we import the captured data into Motionbuilder to adjust the motion and preview the real-time animation. At last in Maya we combine the motion data and character model, let the captured data drive the character and add the scene model and music to export the whole animation. In the course of computer animation, we use this method to design the animation of military boxing, basketball playing, folk dancing and facial expression. Index Terms—motion caputure, computer animation, Maya, Motionbuilder

Postgraduate eLearning satellite-based tutorials as a new approach to “teaching to teach” anatomy

Modern educational trends approach in a more innovative, learner-centered programs that rely on a combination of interactive didactic tools and individualized tutoring. In response to the increasing need for new professionals in the health sciences who are able to apply academic eLearning in Medicine, since 2005 Sapienza University of Rome is involved in and coordinates a multidisciplinary network formed by 11 Italian universities, aimed to deliver a Master (postgraduate) course on teleteaching applied to the health sciences (Matam). This program forms highly qualified professionals for distance teaching/eLearning in health sciences and management. University sites are activated through earth and satellite-based modules, thus creating real/virtual class-rooms or didactic communities. Matam is delivered in two semesters as either synchronous satellite-based or asynchronous pre-registered tutorials (posted on an intranet site). Learners can actively and autonomously follow these modules, interacting with teachers and colleagues, whereas teachers/tutors, in turn, are in a studio at the university. The program considers a total of 60 CFU and admits a maximum of 20 participants per site. The integrated course “Multimedia technologies and virtual reality in imaging diagnostics” (8 CFU) includes 3 two-hour tutorials of human gross and microscopic anatomy (digestive and reproductive tracts), of which one is sent synchronously and two asynchronously. Matam is a sharing of knowledge, allowing teachers and learners to have a continuous and real-time update. The use of eLearning as an innovative integration within a course considering either ex cathedra and tutorial teaching may be useful for the improvement of students’ motivation and self assessment aptitudes, specially in young undergraduate ones. In addition, eLearning can favour a wider use of computer animations, thus representing a valid complement to courses particularly belonging to health sciences degrees.

Computer animations in medical education: a critical literature review

Animations can depict dynamic changes over time and location, and illustrate phenomena and concepts that might otherwise be difficult to visualise. However, animations may not always be effective and educators who use animations must understand the principles that govern their use. This review aims to illustrate potential applications of animations in medical education, to identify evidence-based principles for their design and use, and to propose an agenda for future research. We searched MEDLINE, PsychINFO and EMBASE for articles describing the use of computer animations in medical education. We reviewed and summarised all identified original research studies comparing animations with an alternative computer-based or non-computer-based format. We also selectively reviewed non-medical education research on the use of computer animations. Medical educators have used animations in a variety of computer-assisted learning applications, but few comparative studies have been published and the evidence is inconclusive. Research outside medical education shows conflicting results for studies comparing animations with static images. This may reflect differences in cognitive load induced by animation, or differences in the type of motion being illustrated. The benefits of animations may also vary according to learner characteristics such as prior knowledge and spatial ability. Features of animation that appear to facilitate learning include permitting learner control over the animation's pace, allowing learners to interact with animations and splitting the animation activity into small chunks (segmenting). Existing medical education research does little to inform the use of animations. Research is needed to confirm and extend non-medicine research to ascertain when to use animations and how to use them effectively.

Enhancing the Teaching of Professional Practice and Key Skills in Engineering through the Use of Computer Animation

This paper presents some observations on how computer animation was used in the early years of a degree program in Electrical and Electronic Engineering to enhance the teaching of key skills and professional practice. This paper presents the results from two case studies. First, in a first year course which seeks to teach students how to manage and report on group projects in a professional way. Secondly, in a technical course on virtual reality, where the students are asked to use computer animation in a way that subliminally coerces them to come to terms with the fine detail of the mathematical principles that underlie 3D graphics, geometry, etc. as well as the most significant principles of computer architecture and software engineering. In addition, the findings reveal that by including a significant element of self and peer review processes into the assessment procedure students became more engaged with the course and achieved a deeper level of comprehension of the material in the course.

Using computer animation and illustration activities to improve high school students' achievement in molecular genetics

AbstractOur main goal in this study was to determine whether the use of computer animation and illustration activities in high school can contribute to student achievement in molecular genetics. Three comparable groups of eleventh‐ and twelfth‐grade students participated: the control group (116 students) was taught in the traditional lecture format, whereas the experimental groups received instructions that integrated a computer animation (61 students) or illustration (71 students) activities. We used three research instruments: a multiple‐choice questionnaire; an open‐ended, written questionnaire; and personal interviews. Five of the multiple‐choice questions were also given to students before they received their genetics instruction (pretest). We found that students who participate in the experimental groups improved their knowledge in molecular genetics compared with the control group. However, the open‐ended questions revealed that the computer animation activity was significantly more effective than the illustration activity. On the basis of these findings, we conclude that it is advisable to use computer animations in molecular genetics, especially when teaching about dynamic processes; however, engaging students in illustration activities can still improve their achievement in comparison to traditional instruction. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 273–292, 2008

Computer animation in creative design

The paper proposes a new approach to graphic design with the use of computer animation. The class of designs considered are periodic patterns. First, the characterization of rosettes, borders and p...

Internet-based animation for instruction in cardiopulmonary resuscitation

We have trialled the use of computer animation for teaching basic life support (BLS) to the general public. Two resuscitation scenarios were selected. The first was adult CPR and the second was the management of foreign body airway obstruction using the Heimlich manoeuvre. A manikin was used as the patient. The exact motions performed by the participants during a simulated resuscitation were digitized by using a motion capture technique. Twenty students who had not previously received BLS education were given one hour of traditional instructor-based skill training, and another group of 20 was given one hour of skill practice via the Internet-based animation, which was displayed on a PC monitor. A skill meter on the manikin was used to evaluate the accuracy of CPR skills. Two items, ventilation and compression skills, were assessed and showed no significant differences between the two groups. The results suggest that by using computer animation of BLS through a PDA or a mobile phone, members of the public could maintain their CPR skills.

The Propensity Effect

The hindsight bias is an inability to disregard known outcome information when estimating earlier likelihoods of that outcome. The propensity effect, a reversal of this hindsight bias, is apparently unique to judgments involving momentum and trajectory (in which there is a strongly implied propensity toward a specific outcome). In the present study, the propensity effect occurred only in judgments involving dynamic stimuli (computer animations of traffic accidents vs. text descriptions), and only when foresight judgments were temporally near to (vs. far from) a focal outcome. This research was motivated by the applied question of whether the courtroom use of computer animation increases the hindsight bias in jurors' decision making; findings revealed that the hindsight bias was more than doubled when computer animations, rather than text-plus-diagram descriptions, were used. Therefore, in addition to providing theoretical insights of relevance to cognitive, perceptual, and social psychologists, these results have important legal implications.

Forensic Engineering Use Of Computer Animations And Graphics

During An Accident Reconstruction Investigation, Many Complicated Issues Arise That Must Be Presented To A Judge Or Jury. Although The Reconstructionist May Understand The Issues And Can Explain Them Orally, The Audience May Not Completely Understand. The Use Of Computer Animations And Graphics Can Take Those Complicated Issues And Present Them In A Clear And Understandable Way. The Graphics And Animations That Are Developed From The Engineering Analysis Are A Visual Representation Of The Forensic Engineers Opinion. Psychological Studies Show That People Are Only 15% Likely To Remember Orally-Communicated Information, But 95% Likely To Remember Orally-Communicated Information In Conjunction With Visually-Communicated Information. Visual Tools, Such As Photo Matching, Evidence Matching, Photogrammetry, Video Matching, 3d Modeling, Simulation, And Animation, Can Be Implemented During The Accident Investigation Process To Identify Evidence And Demonstrate A Thorough Analysis For Later Use In Court. For Example, Roof Crush Analysis Graphics, As Seen In Figure 1, Not Only Visually Illustrates The Deformation Of The Roofs Structure, But The Graphics Also Have A Solid Foundation Based On Accurate Measurements Of The Physical Evidence.

Using Computer-Based Visualization Strategies to Improve Students' Understanding of Molecular Polarity and Miscibility

This study reports how instruction including visualization strategies associated with computer animations and electron density plots affected students' conceptual understanding of two chemistry topics. Two sets of students responded to several conceptual questions about molecular polarities and miscibilities and these responses were compared. One group received instruction including the use of wooden model kits and physical demonstrations; the other received similar instruction with the additional use of computer animations and electron-density plots. Students who viewed electron-density plots were more likely to identify symmetric molecules with polar bonds as being nonpolar and provided more complete descriptions of how soap molecules help remove grease from an object. Students who viewed computer animations and electron density plots were also more likely to explain that the intermolecular attractions among water molecules are responsible for the immiscibility of oil and water, and were more likely to recognize that water molecules are attracted to each other and to sodium and chloride ions but are not strongly attracted to hydrogen molecules. Although other studies have shown that computer animations can improve students' conceptual understanding of chemistry, this is the first to demonstrate that electron-density plots mapped with electrostatic potentials can also be an effective visualization strategy.