ELEMENTARY SCIENCE AND ANIMATION: WHAT IMPACT DO ANIMATED CARTOONS HAVE ON STUDENTS’ LEARNING OF SCIENCE?

Kerry Murphy

Paolo Busante

G.Ö. Akamca, A.M. Ellez, & H. Hamurcu (2009)Procedia - Social and Behavioral Sciences

Effects of computer aided concept cartoons on learning outcomes

Effects of computer aided concept cartoons on learning outcomes

G.Ö. Akamca, A.M. Ellez, & H. Hamurcu (2009) Participants

39 4th grade students in a science and technology class. The elementary school was located in Izmir, Turkey.

Implementation Random assignment into experimental and control

groups. The teacher in the experimental group used computer

aided concept cartoons in a “classification of living things” science lesson.

The teacher in the control group did not use computer aided concept cartoons in the same science lesson.

Effects of computer aided concept cartoons on learning outcomes

Data Collection/Analysis Pre/post tests that were interviews and

achievement tests that assessed the students’ knowledge and misconceptions about nutrition and food chains.

The data from the interview was analyzed through content analysis.

The data from the science test was analyzed using a SPSS 15.0 program.

The researchers used ANOVA to determine if there was a significant difference among the data.

Effects of computer aided concept cartoons on learning outcomes

Findings The achievement test results showed that

the experimental group gained higher scores than the control group.

ANOVA showed that there was a significant difference between the control and experiment groups (p < .05).

The interview results showed that the experimental group had fewer misconceptions after the lesson as compared to the control group.

Effects of computer aided concept cartoons on learning outcomes

The study established the positive effects of concept cartoons in science class instruction.

The conclusion showed that using concept cartoons in science class instruction can increase student achievement and decrease student misconceptions.

H. She & Y. Chen (2009)Computers & Education

The impact of multimedia effect on science learning: Evidence from eye movements

The impact of multimedia effect on science learning: Evidence from eye movements Participants

24 7th grade students from four middle school classes. The students were separated into six groups based off their biology achievement score and gender.

Implementation Each group of students received one presentation

of multimedia learning materials, which they learned by computer individually at their own pace.

Multimedia Learning materials: animation-narration, animation-text, simulation-narration, and simulation-text.

The impact of multimedia effect on science learning: Evidence from eye movements Data Collection/Analysis

All of the participants were given the same mitosis and meiosis test before, after, and five weeks after receiving the multimedia learning material about mitosis and meiosis.

The researchers assigned the participants into four different multimedia learning presentation modes according to their group.

While the participants were learning on the computer, their eye movements were registered by the Eye Gaze System.

The impact of multimedia effect on science learning: Evidence from eye movements Findings

The results showed that the student who received simulation with on-screen text and animation-narration displayed the greatest amount of visual attention and interest.

The results showed that the students who received the aforementioned multimedia learning materials had higher test scores than those who received the animation-text and simulation-narration learning material.

MANCOVA showed a statistically significant difference among the results.

The impact of multimedia effect on science learning: Evidence from eye movements Implications

The study established a direct correlation between the length of eye fixation behavior and the students’ learning.

Longer fixation durations indicate more in-depth cognitive processing of information.

Effective use of multimedia learning material are more likely to keep students engaged and interested to learn the material presented to them.

K. Dalacosta, M. Kamariotaki-Paparrigopoulou, J.A. Palyvos, N. Spyrellis (2008)Computers & Education

Multimedia application with animated cartoons for teaching science in elementary education

Multimedia application with animated cartoons for teaching science in elementary education Purpose:

Evaluate the effectiveness of animated cartoons in supporting teaching and learning in science.

Participants: 179 students aged 10-11 from 18 randomly selected urban elementary schools in Athens, Greece.

Multimedia application with animated cartoons for teaching science in elementary education Method: -Students were randomly divided into 2 groups (control or experimental) to learn about mass, volume, and density.-The control group discussed the concepts for 15 minutes before taking a paper based multiple choice post-test.-The experimental group watched an animated cartoon for 15 minutes on the same concepts before taking a computer based multiple choice post test.

Multimedia application with animated cartoons for teaching science in elementary education

Data Collection/Analysis: -A pilot study had been conducted with a total of 30 students to improve the reliability and validity of responses. 3 of the 7 questions were modified.

-The post test results for both groups were collected and analyzed using Kolmogorov-Smirnov, Shapiro Wilk, and Mann-Whitney U tests

Multimedia application with animated cartoons for teaching science in elementary education

Findings & Implications:

-There was a statistically significant difference in responses between control and experimental groups for 6 of the 7 questions.-The experimental group scored almost 20% higher than the control group on the post-test.

-Animated cartoons can be used to present abstract science concepts in a visually stimulating manner that positively affects the learning process and strengthens a student’s ability to recall information.

L. Rieber (2009)Journal of Educational Psychology

Using computer animated graphics in science instruction with children

Using computer animated graphics in science instruction with children

Purpose: Evaluate the effectiveness of animation and practice on learning science

Participants: 119 students in grades 4th and 5th from an urban public elementary school in Texas. Participants were volunteered through parental consent.

Using computer animated graphics in science instruction with children

Method: - 3 types of visuals (static graphics, animated graphics, no graphics) were crossed with 3 types of practice (behavioral, cognitive, and none).-Each participant worked through the randomly assigned lesson individually on a computer.-Post tests were automatically given at the end of each lesson.

Using computer animated graphics in science instruction with children

Data Collection/Analysis: -Post tests consisted of 35 multiple choice questions, however 9 questions were removed.

-Results were analyzed using Kuder-Richardson 20 (question reliability) and ANOVA tests.

Using computer animated graphics in science instruction with children

Findings & Implications: -Animated graphics when paired with practice positively influence student performance.-Behavioral practice doesn’t help students unless used with animated graphics.

-Combining animated graphics and practice in a lesson positively influences student performance and allows for better processing of information.

Common Theme

Animation enhances teacher instruction Animation increases student

achievement Animation strengthens students’ ability

to process and recall information