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The Effect of 3D Video Animation on BT2 I Students’
Motivation, Comprehension and Academic Achievement
in Computer Course
at a Private Vocational Institute in Mount Lebanon
Presented by: Majida Francis Antonios
Supervised by: Prof. Ibrahim Kibbi
Lebanese University
Faculty of Education
Deanery Branch
Beirut, 2016
2
Chapter One
Introduction
Statement of the Problem
Significance of the Study
Hypothesis
Problematic Situation
33
Chapter
One
Chapter
Two
Chapter
Three
Chapter
Four
Chapter
Five
Introduction
3D video animation: means animating objects created and
designed with an X,Y and Z axis, in a three-dimensional
space. Objects can be rotated and moved like real objects.
The 3D video animations facilitate the visualization of
abstract content and thereby giving the same level of learning
for everyone (Smith, D., et al 2012).
3D video animation may play a key role in computer
science education to support students understanding the
complexity of hardware functioning.
Chapter
One
44
Chapter
One
Chapter
Two
Chapter
Three
Chapter
Four
Chapter
Five
Lower motivation and comprehension constituted a
threat to the learning process which was not reinsuring.
Students presented:
Less
motivation
Impacted their
academic
achievement
Less
comprehension
Problematic Situation
Chapter
One
55
Chapter
One
Chapter
Two
Chapter
Three
Chapter
Four
Chapter
Five
Statement of the problem
The aim of this research is to look for the
effectiveness of using the three- dimensional
(3D) video animation on students’ motivation and
comprehension in order to improve the students’
interest, comprehension and low grades of
vocational students in computer course in general
and Hard Disk Drive (HDD) functioning topic in
specific.
Chapter
One
66
Chapter
One
Chapter
Two
Chapter
Three
Chapter
Four
Chapter
Five
Significance of the study
 3D video animation could help students to
comprehend and fully understand an abstract concept and
find a solution to the obstacle encountered in my teaching
path.
 3D video animation could help in improving the class
atmosphere, students motivation and grades.
 This study may contribute to help computer science
teachers in using a new method in teaching the hardware
unit.
Chapter
One
77
Chapter
One
Chapter
Two
Chapter
Three
Chapter
Four
Chapter
Five
Hypothesis
H1: using 3D video animation in HDD’s functioning topic
in computer course motivates students more toward
learning in class.
H1’: using 3D video animation in HDD’s functioning topic
in computer course improves student’s comprehension.
H1”: using 3D video animation in HDD’s functioning
topic in computer course improves students’ academic
achievement (scores).
Chapter
One
8
Chapter Two
Learning Theories
The Multimedia Learning
Model
Advantages of 3D
99
Chapter
One
Chapter
Two
Chapter
Three
Chapter
Four
Chapter
Five
Review of Literature
1 • Behavioral Theory
2 • Cognitive Theory
3 • Constructivist Theory
4
• Cognitive-Constructivist Approach - Student
Centered Learning
5 • The Multimedia Learning Model
Chapter
Two
1010
Chapter
One
Chapter
Two
Chapter
Three
Chapter
Four
Chapter
Five
Basic Principles of Multimedia
Learning by Mayer
Chapter
Two
1 • Multimedia Principle
2 • Spatial Contiguity Principle
3 • Temporal Contiguity Principle
4 • Coherence Principle
5 • Modality Principle
6 • Redundancy Principle
7 • Individual Differences Principles
1111
Chapter
One
Chapter
Two
Chapter
Three
Chapter
Four
Chapter
Five
Summing up the advantages of using
3D video animation in teaching
Students were highly motivated and keen to
learn through 3D animation.
The use of the 3D animation led to a better
understanding, increased attention spans, more
motivation and higher engagement.
 Students in the 3D class were more likely to
recall details and sequence of processes in recall
testing.
Chapter
Two
12
Chapter Three
Context of the Study
Tools used
Method Followed
Participants
1313
Chapter
One
Chapter
Two
Chapter
Three
Chapter
Four
Chapter
Five
Context of the Study
In this study, the researcher used quantitative action
research.
The study was conducted for two- months: from
October 2015 till November 2015 with the collection of
data.
The study was carried out in a private institute in
Mount- Lebanon.
The computer course is taught in French, three hours
per week and ranks second after Accounting.
Chapter
Three
1414
Chapter
One
Chapter
Two
Chapter
Three
Chapter
Four
Chapter
Five
Participants
Sample: 14 students aged between 16 and 18 years
Class: BT2 I vocational students (This class is not
included in the official exams).
Characteristics of the sample: The students involved
in the research have different skills and abilities.
Chapter
Three
1515
Chapter
One
Chapter
Two
Chapter
Three
Chapter
Four
Chapter
Five
First, explaining the CPU parts and functioning topic
by using PowerPoint presentations and 2D videos.
Second, a small test graded over 10 was distributed to
students in order to measure their level of
comprehension with this method (PPT + 2D videos).
Third, a pre-questionnaire to the 3D method was
distributed to students in order to evaluate the
researcher method in explanation and its effect on
students’ motivation and comprehension.
The Method Followed
Chapter
Three
1616
Chapter
One
Chapter
Two
Chapter
Three
Chapter
Four
Chapter
Five
The Method Followed (cont’d)
 Fourth, explaining the Hard Disk parts and functioning
topic by using 3D video animation.
Fifth, a small test graded over 10 was distributed to
students in order to measure their level of comprehension
with this method (3D video animation).
Sixth, a post- questionnaire to the 3D method was
distributed to students in order to evaluate the researcher
method in explanation and its effect on students’
motivation and comprehension.
Chapter
Three
1717
Chapter
One
Chapter
Two
Chapter
Three
Chapter
Four
Chapter
Five
Tools used
Post- questionnaire and pre-questionnaire
were filled by the students and measured and
analyzed through SPSS (version 22).
Pre- Tests and post-tests grades collected,
represented and analyzed through Excel 2013.
Chapter
Three
1818
Chapter
One
Chapter
Two
Chapter
Three
Chapter
Four
Chapter
Five
Downloaded from YouTube, readymade
3D videos animation (created with
Blender, about the requested topic).
Edited by the use of Adobe Premiere
where subtitles and narration were added
to explain the chapter.
Used Sony Sound Forge®, a sound editor
software, for my voice over.
Tools used (cont’d)
Chapter
Three
19
Chapter Four
Analysis
Validating Hypothesis H1
Validating Hypothesis H1’
Validating Hypothesis H1”
2020
Chapter
One
Chapter
Two
Chapter
Three
Chapter
Four
Chapter
Five
Analysis
Data were collected through two questionnaires
(pre and post questionnaire) and scores of 14
students, aged between 16 and 18 years, before
and after using 3D video animation in explaining
the topic.
Analysis and results, were done using SPSS
(Version 22) and MS Excel 2013.
Chapter
Four
2121
Chapter
One
Chapter
Two
Chapter
Three
Chapter
Four
Chapter
Five
Measuring student motivation during
the PowerPoint presentation and 2D video
Questionnaire
Chapter
Four
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
Q6: Do you talk
during lesson
explanation
Q7: Do you
participate in class
discussion?
Q8: Do you feel
disoriented in the
classroom?
Q9: Do you feel
boredom in a
classroom?
Strongly agree
Agree
Neither - Not
Disagree
Strongly disagree
2222
Chapter
One
Chapter
Two
Chapter
Three
Chapter
Four
Chapter
Five
Measuring student motivation during
the 3D animation lesson
Questionnaire
Chapter
Four 0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
Q5: Do you talk
during lesson
explanation
Q3: Do you
interact with the
teacher
Q6: Do you feel
distracted by
other students
Q8: Do you show
symptom of
boredom in class
Strongly agree
Agree
Neither – Not
Disagree
Strongly disagree
2323
Chapter
One
Chapter
Two
Chapter
Three
Chapter
Four
Chapter
Five
Correlation between three variables
Do you find the
course interesting
Do you participate
in class discussion
Do you feel
boredom in a
classroom
Do you find the course
interesting
Pearson Correlation 1 .919** -.858**
Sig. (2-tailed) .000 .000
N 14 14 14
Do you participate in class
discussion
Pearson Correlation .919** 1 -.970**
Sig. (2-tailed) .000 .000
N 14 14 14
Do you feel boredom in a
classroom
Pearson Correlation -.858** -.970** 1
Sig. (2-tailed) .000 .000
N 14 14 14
**. Correlation is significant at the 0.01 level (2-tailed).
Questionnaire
Chapter
Four
2424
Chapter
One
Chapter
Two
Chapter
Three
Chapter
Four
Chapter
Five
Testing of H 1
Due to the frequencies presented above,
students were motivated during 3D video
animation lesson more than during PowerPoint
presentation and 2D video.
H1 was accepted, using 3D video animation
in HDD’s functioning topic motivates students
more toward learning in class.
Chapter
Four
2525
Chapter
One
Chapter
Two
Chapter
Three
Chapter
Four
Chapter
Five
Measuring student comprehension
during 3D video animation
The 3D video
animation
content covered
the objectives
The content
was arranged
in a clear and
logical way
The difficult
concepts were
easy to get
The use of 3D
video animation
helped me better
understand the
material
N Valid 14 14 13 14
Missing 0 0 1 0
Mean 1.57 1.29 1.85 2.07
Median 2.00 1.00 2.00 2.00
Mode 2 1 2 2
Questionnaire
Chapter
Four
2626
Chapter
One
Chapter
Two
Chapter
Three
Chapter
Four
Chapter
Five
Measuring student comprehension during
3D video animation
Questionnaire
Chapter
Four
0.00%
20.00%
40.00%
60.00%
80.00%
100.00%
120.00%
Q20: Did you learn
things quickly in this
Unit?
Q22: Did you find the
content covered easy
to understand
Q23: Did you find the
animation used in the
video made the
material easier?
Q24: Did you feel
confident about your
knowledge on the
subject covered?
Yes
No
2727
Chapter
One
Chapter
Two
Chapter
Three
Chapter
Four
Chapter
Five
Correlation between two variables
Questionnaire
I felt motivated
by the 3D video
animation
I participated and
interacted with
the teacher
I enjoyed viewing
the 3D video
animation
I felt motivated by the 3D
video animation
Pearson Correlation 1 .633* .767**
Sig. (2-tailed) .015 .001
N 14 14 14
I participated and interacted
with the teacher
Pearson Correlation .633* 1 .440
Sig. (2-tailed) .015 .115
N 14 14 14
I enjoyed viewing the 3D
video animation
Pearson Correlation .767** .440 1
Sig. (2-tailed) .001 .115
N 14 14 14
*. Correlation is significant at the 0.05 level (2-tailed).
**. Correlation is significant at the 0.01 level (2-tailed).
Chapter
Four
2828
Chapter
One
Chapter
Two
Chapter
Three
Chapter
Four
Chapter
Five
Correlation between enjoying viewing 3D
and talking during explanation
Questionnaire
I enjoyed viewing
the 3D video
animation
I talked during
lesson explanation
I enjoyed viewing the 3D video
animation
Pearson Correlation 1 -.632*
Sig. (2-tailed) .015
N 14 14
I talked during lesson
explanation
Pearson Correlation -.632* 1
Sig. (2-tailed) .015
N 14 14
*. Correlation is significant at the 0.05 level (2-tailed).
Chapter
Four
2929
Chapter
One
Chapter
Two
Chapter
Three
Chapter
Four
Chapter
Five
Testing of H1’
The percentage of comprehension for difficult concept in
computer class by using 3D video animation is higher than the
percentage of comprehension while using PowerPoint or videos
presentation.
Students become more active and ready to participate and interact
with the teacher, asking more meaningful questions and their
grades improved like mentioned before.
H1’ was accepted. Using 3D video animation in HDD’s
functioning topic in computer course could improve student’s
comprehension.
Chapter
Four
3030
Chapter
One
Chapter
Two
Chapter
Three
Chapter
Four
Chapter
Five
Measuring student academic achievement
during the PowerPoint and 2D video
presentation
Students’ scores from the
first test (CPU lesson)
while using PowerPoint
presentation and 2D video
indicated that the content
was not very well
assimilated and understood
by all students.
Test
Chapter
Four
16
16.5
17
17.5
18
18.5
19
Pre- Test1
(m1)
Pre- Test
2(m2)
Average
Series1
3131
Chapter
One
Chapter
Two
Chapter
Three
Chapter
Four
Chapter
Five
Measuring student academic achievement during
3D video animation
m1=22.82 over 30.
After one week students still
remembered many details from
the 3D animation used for
explanation and none of the
students got a grade below 15.
Test
Chapter
Four
21.4
21.6
21.8
22
22.2
22.4
22.6
22.8
23
Post- Test1
(m1)
Post- Test
2(m2)
Average
Series1
3232
Chapter
One
Chapter
Two
Chapter
Three
Chapter
Four
Chapter
Five
A comparison between the two averages indicated
that an improvement has been done between
PowerPoint presentation, 2D video and 3D video
animation.
H1’’ was accepted. Using 3D video animation in
HDD’s functioning topic in computer course
improves students’ academic achievement in
computer course.
Testing H1”
Chapter
Four
3333
Chapter
One
Chapter
Two
Chapter
Three
Chapter
Four
Chapter
Five
Interpretation of the results
Chapter
Four
Better motivation/ Better comprehension
Better results
Analysis / Interpretation
Test
Pre- test Post- test
Questionnaire
Pre- questionnaire Post- questionnaire
34
Chapter Five
Limitation of the study
Recommendations
Personal Benefits
Conclusion
3535
Chapter
One
Chapter
Two
Chapter
Three
Chapter
Four
Chapter
Five
Limitations of the study
Some of the students still had a lack of interest in this
specialization because they didn’t choose it voluntarily.
The absence of proper integration of technology in
the teaching process since the television is used instead
of a giant screen+ surrounding system sound.
Creating a 3D video animation is costly and time
consuming.
To develop an animation, the graphic designer must
also know a lot about the studied course.
Chapter
Five
3636
Chapter
One
Chapter
Two
Chapter
Three
Chapter
Four
Chapter
Five
Recommendations
Adding interactive features on electronic lessons
so it will evolve from video into interactive activity.
Uploading these videos on the internet, to be
viewed from home later on.
Adding the three-dimensional animation videos in
Adobe Reader files 3D-PDF to be shared later on
Dropbox where internet is too slow to play 3D
animation.
Chapter
Five
3737
Chapter
One
Chapter
Two
Chapter
Three
Chapter
Four
Chapter
Five
Personal benefits
Doing this research and reading a lot of
related resources, helped me develop new
knowledge.
I’m ready to find a way forward to the next
logical project which is learning about all the 3D
technologies and creating my own 3D videos
animation through modeling software such as
Blender.
Chapter
Five
3838
Chapter
One
Chapter
Two
Chapter
Three
Chapter
Four
Chapter
Five
Conclusion
The use of 3D video animation helped a lot in this
action research and solved a major problem.
The good use of technology help to achieve the
target and serve the benefit of students.
 The use of 3D video animation help in improving
the class atmosphere, students motivation and grades.
 3D video animation help students to comprehend
and fully understand an abstract concept.
Chapter
Five

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Master thesis

Editor's Notes

  1. Personalize it more! Relate it to your issue.
  2. Continue coloring the chapter box at the left.
  3. Too much details for a presentation ( try to sum them up)
  4. Resource??
  5. (repetition?) Make a smart shape concept map
  6. Why don’t you make graphs to show the difference in percentage?
  7. Show it in graphs!!!!!
  8. Too many words!