This article discusses research on the effective design of animations for teaching molecular chemistry concepts. It explores how animations can help or hinder student understanding depending on how they are designed and implemented. Key findings from research show that animations are most effective when they adhere to principles of cognitive load theory and multimedia learning, such as combining visuals with narration and limiting extraneous details. However, students may also misinterpret animations if not guided by explanations from instructors. The article thus emphasizes the importance of integrating animations with other active learning strategies like predictions, discussions, and real-world experiments.
A meta analysis-of_the_effects_of_computer_technology_on_school_students’_mathCathy Cavanaugh
This study examines the impact of computer technology (CT) on mathematics education in K-12 classrooms through a systematic review of existing literature. A meta-analysis of 85 independent effect sizes extracted from 46 primary studies involving a total of 36, 793 learners indicated statistically significant positive effects of CT on mathematics achievement. In addition, several characteristics of primary studies were identified as having effects. For example, CT showed advantage in promoting mathematics achievement of elementary over secondary school students. As well, CT showed larger effects on the mathematics achievement of special need students than that of general education students, the positive effect of CT was greater when combined with a constructivist approach to teaching than with a traditional approach to teaching, and studies that used non-standardized tests as measures of mathematics achievement reported larger effects of CT than studies that used standardized tests. The weighted least squares univariate and multiple regression analyses indicated that mathematics achievement could be accounted for by a few technology, implementation and learner characteristics in the studies.
The scope of this presentation is to present the design considerations and the implementation of a set of tools which aim to support the authoring and delivery of science education lessons that follow an inquiry-based teaching strategy (namely, the 5E model) incorporating appropriate (PISA 2012 Problem Solving Framework compatible) assessment activities within the various phases of the inquiry teaching model. From this perspective, the proposed tools target to overcome the summative nature of PISA 2012 problem solving competence assessment and its disconnection from the school science teaching practice. These tools have been developed in the framework of a major European Initiative, namely the, Inspiring Science Education (ISE) Project (http://inspiring-science-education.org/).
This presentation was given at the Nagoya conference on mobile learning (March, 2007). The research is developing criteria for good use of ICT through practice to inform policy makers.
A meta analysis-of_the_effects_of_computer_technology_on_school_students’_mathCathy Cavanaugh
This study examines the impact of computer technology (CT) on mathematics education in K-12 classrooms through a systematic review of existing literature. A meta-analysis of 85 independent effect sizes extracted from 46 primary studies involving a total of 36, 793 learners indicated statistically significant positive effects of CT on mathematics achievement. In addition, several characteristics of primary studies were identified as having effects. For example, CT showed advantage in promoting mathematics achievement of elementary over secondary school students. As well, CT showed larger effects on the mathematics achievement of special need students than that of general education students, the positive effect of CT was greater when combined with a constructivist approach to teaching than with a traditional approach to teaching, and studies that used non-standardized tests as measures of mathematics achievement reported larger effects of CT than studies that used standardized tests. The weighted least squares univariate and multiple regression analyses indicated that mathematics achievement could be accounted for by a few technology, implementation and learner characteristics in the studies.
The scope of this presentation is to present the design considerations and the implementation of a set of tools which aim to support the authoring and delivery of science education lessons that follow an inquiry-based teaching strategy (namely, the 5E model) incorporating appropriate (PISA 2012 Problem Solving Framework compatible) assessment activities within the various phases of the inquiry teaching model. From this perspective, the proposed tools target to overcome the summative nature of PISA 2012 problem solving competence assessment and its disconnection from the school science teaching practice. These tools have been developed in the framework of a major European Initiative, namely the, Inspiring Science Education (ISE) Project (http://inspiring-science-education.org/).
This presentation was given at the Nagoya conference on mobile learning (March, 2007). The research is developing criteria for good use of ICT through practice to inform policy makers.
Research: Is Series Teaching as Effective as Simultaneous Teaching?Jeanelei Carolino
Is Series Teaching as Effective as Simultaneous Teaching
in demonstrating knowledge on the use of computer
application and explaining its process?
Research in Cultural Education (CUL ED 203)
Is Series Teaching as Effective as Simultaneous Teaching?
HSci2010 - 7th International Conference on Hands-on Science
July 25 - 31, 2010 - The University of Crete campus at Rethymno - Greece.
Hands-on Science: Bridging the Science and Society gap
Science and Technology Literacy is fundamental for the welfare of modern, technology dependent societies. Because, in modern technology dependent societies, more and more of the everyday life regulations are based on the advances in Science and Technology, the basic constituent of democracy, i.e. citizens" participation, makes Science and Technology Literacy a necessity. In this sense, Science and Technology Literacy becomes a "right to democracy".
Rosengrant Gaze Scribing In Physics Problem SolvingKalle
Eye-tracking has been widely used for research purposes in fields such as linguistics and marketing. However, there are many possibilities of how eye-trackers could be used in other disciplines like physics. A part of physics education research deals with the differences between novices and experts, specifi-cally how each group solves problems. Though there has been a great deal of research about these differences there has been no research that focuses on noticing exactly where experts and no-vices look while solving the problems. Thus, to complement the past research, I have created a new technique called gaze scrib-ing. Subjects wear a head mounted eye-tracker while solving electrical circuit problems on a graphics monitor. I monitor both scan patterns of the subjects and combine that with videotapes of their work while solving the problems. This new technique has yielded new information and elaborated on previous studies.
Becta Impact09 data reanalysed: E-maturity and ICT adoption in UK schoolsColin Harrison
EARLI Conference - Munich 2013
Symposium: Educational technology acceptance- Explaining non-significant intention-behavior effects
Full paper title: An e-maturity analysis explains intention-behavior disjunctions
in technology adoption in UK schools
Abstract
This paper addresses the problem of non-significant intention-behavior effects in educational technology adoption, based on a reanalysis of data from the Impact09 project, a UK-government funded evaluation of technology use in high schools in England that had been selected as representing outstanding Information and Communications Technologies (ICT) innovation. The reanalysis focuses on intentionality and teleology, and attempts to combine an ecological perspective with a critical analysis of the intention-behavior correlations among participants, particularly teachers and head teachers. The concept of self-regulation is also considered as a determinant of behavior. The study reports a qualitative analysis of extensive interview data from four schools, and makes use of Underwood’s concept of ‘linkage e-maturity’. Traditional models of technology acceptance often assumed a steady trajectory of innovation, but such studies failed to explain uneven patterns of adoption. In this reanalysis, an emphasis on learning practices and e-maturity, interpreted within local and system-wide ecological contexts, better explained uneven adoption patterns.
Presentation by Colin Harrison, Carmen Tomás, Charles Crook
Track 1. Computational thinking in pre-university education
Authors: Giuseppe Chiazzese, Marco Arrigo, Antonella Chifari, Violetta Lonati and Crispino Tosto
https://youtu.be/uDC6oxwwVyE
First-year teacher education students’ reflections and interpretations about ...Openmetsa
The priority objective of every society is to educate students to engage in creating a more sustainable future. In that, teachers play a crucial role. To meet the challenges, the goal of the present study was to investigate how first-year teacher education students (N = 121) reflect on, understand, and perceive the future of education for sustainable development. Participants were asked to complete a questionnaire designed to measure the use of diverse environments, communities, and technology at different school levels and how student teachers perceive them as a part of their past learning experiences and future teaching. The results indicated that, during their school history, the student teachers have had very few experiences with learning in diverse physical environments or social and technological environments outside of the classroom. The earlier experiences also correlated strongly with the intended teaching. Furthermore, most of the student teachers perceived sustainable development only as an ecological phenomenon. This raises a challenge for teacher education programs to widen the student teachers’ perspectives on learning and teaching by involving them in real-life activities and work with communities situated outside the classroom and the lecture hall. New technology can serve as a great support in that type of enterprise. The findings provide grounds for developing teacher education practices and an open learning environment, the “OpenForest” portal, further to meet these challenges.
International Conference on Sustainability, Technology and Education 2013, Malaysia, Kuala Lumpur
Authors: Jean Underwood, Philip E. Banyard.
How do schools successfully support the personalising of learning though the use of digital technologies? The research reported here explores the relationship between digital technologies and current moves to provide a more personalised learning experience. Recommendations are made that will encourage a better understanding of the learning spaces and the better use of digital technologies.
Research: Is Series Teaching as Effective as Simultaneous Teaching?Jeanelei Carolino
Is Series Teaching as Effective as Simultaneous Teaching
in demonstrating knowledge on the use of computer
application and explaining its process?
Research in Cultural Education (CUL ED 203)
Is Series Teaching as Effective as Simultaneous Teaching?
HSci2010 - 7th International Conference on Hands-on Science
July 25 - 31, 2010 - The University of Crete campus at Rethymno - Greece.
Hands-on Science: Bridging the Science and Society gap
Science and Technology Literacy is fundamental for the welfare of modern, technology dependent societies. Because, in modern technology dependent societies, more and more of the everyday life regulations are based on the advances in Science and Technology, the basic constituent of democracy, i.e. citizens" participation, makes Science and Technology Literacy a necessity. In this sense, Science and Technology Literacy becomes a "right to democracy".
Rosengrant Gaze Scribing In Physics Problem SolvingKalle
Eye-tracking has been widely used for research purposes in fields such as linguistics and marketing. However, there are many possibilities of how eye-trackers could be used in other disciplines like physics. A part of physics education research deals with the differences between novices and experts, specifi-cally how each group solves problems. Though there has been a great deal of research about these differences there has been no research that focuses on noticing exactly where experts and no-vices look while solving the problems. Thus, to complement the past research, I have created a new technique called gaze scrib-ing. Subjects wear a head mounted eye-tracker while solving electrical circuit problems on a graphics monitor. I monitor both scan patterns of the subjects and combine that with videotapes of their work while solving the problems. This new technique has yielded new information and elaborated on previous studies.
Becta Impact09 data reanalysed: E-maturity and ICT adoption in UK schoolsColin Harrison
EARLI Conference - Munich 2013
Symposium: Educational technology acceptance- Explaining non-significant intention-behavior effects
Full paper title: An e-maturity analysis explains intention-behavior disjunctions
in technology adoption in UK schools
Abstract
This paper addresses the problem of non-significant intention-behavior effects in educational technology adoption, based on a reanalysis of data from the Impact09 project, a UK-government funded evaluation of technology use in high schools in England that had been selected as representing outstanding Information and Communications Technologies (ICT) innovation. The reanalysis focuses on intentionality and teleology, and attempts to combine an ecological perspective with a critical analysis of the intention-behavior correlations among participants, particularly teachers and head teachers. The concept of self-regulation is also considered as a determinant of behavior. The study reports a qualitative analysis of extensive interview data from four schools, and makes use of Underwood’s concept of ‘linkage e-maturity’. Traditional models of technology acceptance often assumed a steady trajectory of innovation, but such studies failed to explain uneven patterns of adoption. In this reanalysis, an emphasis on learning practices and e-maturity, interpreted within local and system-wide ecological contexts, better explained uneven adoption patterns.
Presentation by Colin Harrison, Carmen Tomás, Charles Crook
Track 1. Computational thinking in pre-university education
Authors: Giuseppe Chiazzese, Marco Arrigo, Antonella Chifari, Violetta Lonati and Crispino Tosto
https://youtu.be/uDC6oxwwVyE
First-year teacher education students’ reflections and interpretations about ...Openmetsa
The priority objective of every society is to educate students to engage in creating a more sustainable future. In that, teachers play a crucial role. To meet the challenges, the goal of the present study was to investigate how first-year teacher education students (N = 121) reflect on, understand, and perceive the future of education for sustainable development. Participants were asked to complete a questionnaire designed to measure the use of diverse environments, communities, and technology at different school levels and how student teachers perceive them as a part of their past learning experiences and future teaching. The results indicated that, during their school history, the student teachers have had very few experiences with learning in diverse physical environments or social and technological environments outside of the classroom. The earlier experiences also correlated strongly with the intended teaching. Furthermore, most of the student teachers perceived sustainable development only as an ecological phenomenon. This raises a challenge for teacher education programs to widen the student teachers’ perspectives on learning and teaching by involving them in real-life activities and work with communities situated outside the classroom and the lecture hall. New technology can serve as a great support in that type of enterprise. The findings provide grounds for developing teacher education practices and an open learning environment, the “OpenForest” portal, further to meet these challenges.
International Conference on Sustainability, Technology and Education 2013, Malaysia, Kuala Lumpur
Authors: Jean Underwood, Philip E. Banyard.
How do schools successfully support the personalising of learning though the use of digital technologies? The research reported here explores the relationship between digital technologies and current moves to provide a more personalised learning experience. Recommendations are made that will encourage a better understanding of the learning spaces and the better use of digital technologies.
The research aimed to develop a valid and practical Conceptual Change Texts (CCT) of Newtonian mechanics materials. The method used was educational research and development. The data were collected using questionnaires and expert validation sheets, as well as questionnaires and interviews with students. The design of the CCT was developed based on the conceptual change theory using the following format: situation, questions, space for answers and reasons, misconception forms, and correct concept explanations. There have been 21 developed units of the CCT distributed in four chapters, i.e. Basic Laws, Applications of the Basic Laws, Work and Energy, and Impulse and Momentum. The results of the data analysis revealed that the CCT had content, conformity with needs, language, presentation, and graphic feasibility levels of 70%, 40%, 80%, 90%, 87%, respectively to mean that the teaching materials were very valid. Based on the practicality test, the teaching materials were very practical, i.e. 87%. In other words, the Newtonian mechanics CCT was easy to read and understand and could be used to change misconceptions. Educators can use these supplement teaching materials in the Basic Physics courses in college and in mechanics topics in a high school.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Thesis Statement for students diagnonsed withADHD.ppt
Jurnal utama tentang media
1. Falvo, D. (2008). Animations and simulations for teaching and learning molecular chemistry.
International Journal of Technology in Teaching and Learning, 4(1), 68–77.
Animations and Simulations for Teaching and
Learning Molecular Chemistry
David A. Falvo
Delaware State University
This article explores past, current, and ongoing research
associated with the evolution of design principles for
effective animations for teaching and learning molecular
sciences. Much of the data and background information
in this paper results from the efforts of researchers
working on a National Science Foundation sponsored
project (REC-0440103) headed by Dr. Loretta Jones at
the University of Northern Colorado. The project team’s
goal is to develop design principles related to the
development of visualizations that insure adequate
perception and comprehension in the applied context of
student learning. Thus, their research simultaneously
informs cognition science, educational technology, and
chemistry education. Additionally, this research is
helping people to develop and test innovative animations
and visualizations for the science classroom. Animated
visualizations that show both structures and processes
help teachers convey important scientific concepts in
chemistry and molecular biology. Designers of these
animations benefit from knowing how students perceive
and comprehend such visualizations.
Keywords: chemistry, cognitive load theory, computer
animations, simulations, and design principles
INTRODUCTION
Animated visualizations that show both structures and processes help teachers convey
important scientific concepts in chemistry and molecular biology. Designers of these
animations benefit from knowing how students perceive and comprehend such
visualizations. Specifically, instructional developers seek to design visualizations that
allow students to learn critical concepts and relationships between these concepts.
Students learn molecular chemistry concepts and relations by attending to, seeing, and
understanding all the associated elements and the ways that they change and evolve
during the process. Because often animations are too complex to be quickly understood,
learners need to establish accurate mental models to assist in their comprehensions.
This article explores past, current, and ongoing research associated with the evolution
of design principles for effective animations for teaching and learning molecular
________________________________________________________________________
David Falvo is an Associate Professor of Instructional Technology, in the Education Department
at Delaware Sate University in Dover, Delaware. Please contact Dr. Falvo at: dfalvo@desu.edu
2. International Journal of Technology in Teaching & Learning
69
sciences. Much of the data and background information in this paper results from the
efforts of researchers working on a National Science Foundation sponsored project
(REC-0440103) headed by Dr. Loretta Jones at the University of Northern Colorado.
The project team’s goal is to develop design principles related to the development of
visualizations that insure adequate perception and comprehension in the applied context
of student learning. Thus, their research simultaneously informs cognition science,
educational technology, and chemistry education. Additionally, this research is helping
people to develop and test innovative animations and visualizations for the science
classroom.
There are historical problems in the use of animations for teaching a wide range of
topics (Tversky, 2003). Animations can mislead learning causing misunderstandings and
misperceptions. Viewers often interpret movements of forms and figures in an animation
as having causality, agency, and even intention (Martin & Tversky, 2003). Learners
assume that the colors and the shapes reflect the actual reality of the represented items,
when often the shapes and colors are either symbolic or an idealization of time and space
relations. One example is described when students watch an animation of moving
molecules (Tasker, Dalton, Sleet, Bucat, Chia, and Corrigan, 2002). The molecules are
symbolized by tumbling balls of different colors coming apart and coming together.
Students see these balls as pushing others so they will join or adhere (Tasker, 2004).
However, studies by Sanger, Phelps, and Fienhold (2000), Burke, Greenbowe and
Winschitl (1998), Sanger and Greenbowe (1997), and Williamson and Abraham (1995)
have suggested that students who receive instruction including computer animations of
chemical processes at the molecular level are better able to answer conceptual questions
about particulate phenomena.
Figure 1. Image of Molecules from Salt Dissolving in Water Animation (Tasker, Dalton,
Sleet, Bucat, Chia, and Corrigan, 2002).
In another recent study, researchers found that animations help students better
understand dynamic molecular processes (Kelly & Jones, 2005). However, students take
animation features literally and hence may misinterpret them, especially in cases where
explanations are not clearly provided. Visualizations, when effectively designed and used
help to insure adequate perception and comprehension in the real-world context of
student learning (Tversky, 2001; Tasker, 2004). To be effective in teaching and learning,
animations and interactive educational simulations must be designed based upon what is
known about the principles of learning (Leahy & Sweller, 2004). Because studies show
the potential positive effects of animations for learning and for developing mental
3. Animations and Simulations
70
representations, properly designed animations will provide instructors with new tools for
teaching and learning science concepts.
Figure 2. Index of Key Features in the Animation
ANIMATIONS FOR CHEMICAL EDUCATION
Animations and simulations visually help students understand difficult concepts
related to the dynamics of complex chemical systems including molecules and reactions
(Kozma & Russell, 2005). However, exploring the dynamics of interactions among
students and how students interact with the tools merits attention from research. Group
discussions about previously viewed animations help students notice aspects of the
animation that they might miss while viewing the animation (Kelley, 2005). However,
student mental models are positively and negatively affected by viewing animations of
basic chemical processes. Kelly suggests that because students often take molecular
chemistry animations literally, explanations must be provided to address
misrepresentations. These explanations can often be implemented as discussions among
students with guidance from an instructional facilitator.
Much can be learned about teaching with animations through the eyes of chemists,
educators, and cognitive psychologists (Jones, Jordan, & Stillings, 2005). Such
collaborations lead to important research about integrating visualization in chemistry
education. Helping students make connections between fragments of concept teaches
students to problem solve and interact with content as opposed to memorizing rules or
fragments of information (Suits, 2003). Combining animations with microcomputerbased laboratory experiments supports student integration of multiple representations of
chemistry concepts (Suits, Kunze, & Diack, 2005). Clearly, many lab experiments are
complemented by multimedia simulations and animations that represent the phenomenon
being explored by students. Often, instructors help students use animations and
technology to stay on task and to solve a complex scientific problem where guidance is
provided as needed to sustain educational progress among the learners.
Laboratory instruction helps students understand the connections between their
macroscopic observations of chemical phenomena and the underlying molecular
processes. Visual representations help students develop multiple representations for the
same chemical phenomenon during laboratory work. Molecular animations are an
external representation that corresponds to the mental images that chemists use to solve
authentic research problems. Microcomputer interfaced laboratory experiments provide
students data from sensory probes (e.g., themistor or pH probes) while simultaneously
displaying its graphical representation (e.g., time vs temperature or pH) in real time.
When students connect their macroscopic observations of the phenomenon to the
graphical representations they are truly learning chemistry and chemical processes.
Figure 3. Screen Shots of the Four Animation Versions Related to Arrows and Labels.
4. International Journal of Technology in Teaching & Learning
71
Because project-based science learning is a popular model for reforming the science
curriculum technologies offer extensive opportunities for collaboration and cooperative
learning (Harasim, 1990; Riel, 1990). Using the Internet, students can collaborate with
other students as well as with scientists from around the world. Maor and Taylor (1995)
conducted a teacher case study documenting a constructivist approach to teaching and
learning using the Internet for science. In this classroom, students worked together to
generate creative research questions for which they designed and conducted their own
complex scientific investigations. Several research projects have more recently explored
the use of integrated technologies for science learning. For example, ChemSense allows
students to learn about chemistry and to build their own representations about what they
are learning, while using authentic data (Stanford, Rosenquist, & Schank, 2002). In
another example, Dr. Jerry Suits at the University of Northern Colorado developed the
Collaborative Chemistry Laboratory Model to overcome difficulties students encounter
in learning chemistry in the lecture hall and laboratory (Suits & Diack, 2002). In suits
model students use three technologies to engage in scientific investigations of chemical
phenomena. First, interfaced experiments allow real-time engagement at the macroscopic
level and graphical representations on the computer display (Suits, Kunze, & Diack,
2005). Second, molecular animations display visually the corresponding molecular
processes. Third, Students participate in online discussion forums to exchange ideas and
further develop their own mental models. This model provides much promise for needed
research about using animations and simulations for chemistry learning.
VIRTUAL LEARNERS
5. Animations and Simulations
72
One study indicated that more K-12 students use their home computers for computer
games than for school homework assignments (National Center for Educational Statistics,
2003). Clearly, computer and video animations are a part of the daily lives of students at
the K-12 level (Simpson, 2005). These same students have expectations of their
educational environment that include the nuances of the technical environment such as
multimedia, and complex interactivity (Squire, Giovanetto, Devane & Shree, 2005).
Much like computer games, educational simulations and animations engage students
in virtual worlds where they apply their knowledge, skills, and thinking in virtual
situations (Gredler, 2004). Because learning in general, as well as how people learn is
multidimensional (Gardner, Kornhaber, & Wake, 1996), simulations and animations
provide multi-sensory interaction, visualization, and symbols. Visualizations and symbols
augment human cognitive capacities and help to convey concepts and information
(Tversky, 2001). Much more effective than tutorials and drills, simulations enhance
motivation, transfer of learning, efficiency, and flexibility while being safe, convenient,
and controllable over real experiences (Alessi & Trollip, 2001). Today, children recreate
playing video & computer games, watching MTV, Instant Messaging, and watching
action movies (Simpson, 2005). Taking students out of these environments, in which
they have become accustomed, may impact the motivation and attentiveness of these
learners (Squire, Giovanetto, Devane, & Shree, 2005).
The rapid increase in popularity of computer-based gaming encourages educators to
develop more interactive ways to engage their students. Responses from students are
overwhelmingly positive when technology is introduced and used to help them learn
(Prensky, 2001). Because gaming is becoming popular, many corporations and
institutions are integrating gaming simulations into their training programs (Aldrich,
2004). Successful educational simulations merge the engagement power of games with
instructional content, and, these games are fun but not frivolous (Prensky, 2005).
According to Prensky (2001), The United States Military spends in excess of $2 billion a
year on training. Much of the training provided to soldiers includes the use of technology
and simulations for learning. These forms of training are used to teach skills that have a
potential dangerous outcome (i.e. flying a stealth bomber, or navigating a naval
destroyer). Although considered innovative, the use of games and simulations for military
training dates back war games of the 1600s where armies and navies played war for
training (Gredler, 2004).
INSTRUCTIONAL DESIGN ISSUES
Instructional design theory provides a foundation for developing animations and
simulations that are effective learning solutions (Thomas, 2003; Reiser & Dempsey,
2002). Instructional design theory is the analysis of learning structures and the detailed
development of instructional situations. The high-end expensive technology often used to
produce the animations provides complex special effects and interactions. However,
effective animations must reach specific outcomes related to skills or acquired knowledge
for users. Researchers have long been interested in how to best structure virtual learning
environments (Mayer, 2003; Sweller, 1999).
Figure 4. Screenshot of the interface design of the animation including controls.
6. International Journal of Technology in Teaching & Learning
73
Much like good maps, quality animations can illustrate structure and spatial elements
and relationships. Tversky (2003) concludes that maps don’t necessarily have to be
spatially accurate to work effectively in teaching such relationships. Effective graphics
and maps are never representative (one-to-one) and usually expand or compress time and
distances. Effective animations might also distort perspectives and space to illustrate
important features and concepts. Additionally like many map and diagram designers do,
animation developers might include pictorial devises such as symbols, arrows, boxes, and
brackets. Often these devices can help learners focus on important features and processes
in the animation, signaling learners about important features in these complex
animations.
Foundational instructional design research conducted by Pavio (1986) clearly
indicated that picture and graphics teach better than written or aural words. Additionally,
simple pictures are as effective as complex, detailed pictures. More interesting for
animation designers, Pavio found that teaching with pictures combined with words
increased memory-recall and transfer of information. More recently, Mayer (2001) has
developed a research-based cognitive theory of multimedia learning, which is founded in
the earlier work by Pavio and other researchers. Mayer conducted many studies of
animations and diagrams that concluded duel channels for cognitively processing
information. For example, when we see and hear something at the same time our mind
coordinates both of these separate channels. This is the case with all of our senses, but it
is much more prevalent with vision and hearing. Mayer found that word and pictures
should be used simultaneously and should be presented close to each other in space.
Additionally, Mayer found that audio narration is superior to textual explanations. These
design principles have much more impact upon novice learners whom have higher spatial
perceptions and abilities. Because the body of research has been well developed, it
behooves animators to follow Mayer’s guidelines.
Mayer (1998) also defines learning processes as selecting, organizing, and integrating,
which occur throughout the phases of memory development. He suggests that short-term
memory serves as a mediator between the stimuli and cognition, and that there are
7. Animations and Simulations
74
limitations in the capacity of working memory. There is a relationship between longand short-term (working) memory in that information passes through short-term memory
before becoming long-term memory (Sweller, 2004). Sweller’s cognitive load theory
suggests that short-term (working) memory has a limited capacity and can be overloaded.
Because many animations are conveying a variety of structural and functional issues,
these complex animations will overload working memory quite quickly.
Because students with prior knowledge are more successful using animations for
learning (Mayer, 2001), instructors provide scaffolds from prior knowledge to new
information (Suits, 2000). One such way to activate and use prior knowledge is to have
students make predictions about what happens next during the use of animations for
learning. Hegarty, Kriz, and Cate (2003) found that combining predictions with
animations was more effective than animations alone when learning about a mechanical
system. Additionally, the use of predictions with animations increases the interactivity of
the animation during the learning process.
Much like many other educational technology tools, animations need to be integrated
into a larger learning environment (Tasker, 2004). Instructors focus attention on
students’ prior knowledge while drawing students’ attention to key features and functions
portrayed in the animation. Because students learn better when they control the pace of
the instruction (Mayer & Chandler, 2001), effective animations are segmented and offer
features such as pause and replay buttons. Additionally, increasing the level of
interactivity of animations stimulates engagement and motivation of learners (Lowe,
2004).
USABILITY OF ANIMATIONS
Designers of animations explore the user’s (learner’s) perspectives, developing the
interface and design to address the needs of the user. Defined as the instructional cues
between a system and a user, an interface is the form and function of connecting to the
instructional system (Hackos & Redish, 1998; Marchionini, 1995; Lohr, Falvo, Hunt, &
Johnson, 2006). As apposed to a system-centered design approach (Johnson, 1998),
usability design addresses the needs and situations related to the end-user of the technical
piece, the animation. User-centered theory speaks to the user’s perceptions and the user’s
situation. Aesthetics and attractiveness impacts student attitudes towards using an
animation (Lidwell, Holden, & Butler, 2003). When learners find the interface to be
attractive and aesthetic, they tend to perceive the system as being effective. Addressing
these perceptions helps learners find animations as easier to use, as more readily
accepted, and as a motivation for problem solving.
SUMMARY
In summary, animations assist students to better understand dynamic molecular
processes in chemistry and biochemistry. However, students often take animation
features literally and hence misinterpret the concepts presented in the animation.
Additionally, students attempt to explain what they see by using their prior knowledge,
which may be flawed or applied inappropriately. Instructional use of animations and
visualizations must be accompanied by pre- and post-explanations and discussions to
address misrepresentations. Solid foundational (prior) knowledge prepares students to
learn and retain structural and process concepts conveyed by animations.
Because there have been recent advances in technology and availability of equipment,
the possibilities for educational animations and simulations are endless. These
educational tools can range from simple, single user simulations to multi-user interfaces
8. International Journal of Technology in Teaching & Learning
75
that are complete virtual simulations. Much more research is needed to determine how to
best structure and use these innovative tools. Because there are wide ranges of types,
uses, and structures of animations and simulations for learning, generalizing findings can
be a daunting challenge. Because development tools are readily available and much
easier to use today, the trend of teachers designing and implementing their own
animations will continue. As this trend of easy development is combined with broader
understanding of how such tools can help teaching and learning, the use of animations
and simulations in classrooms will likely grow. If these tools are to live up to their
promises to improve teaching and learning in science, researchers must continue to
address how to best design and integrate these complex tools into our modern science
classrooms.
ACKNOWLEDGEMENTS
The development of this article was supported by a grant from the National Science
Foundation Division of Research, Evaluation, and Communication (REC-0440103).
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