3D visualization types in multimedia applications for science learning: A case study for 8th grade students in Greece

This research aims to determine whether the use of specific types of visualization (3D illustration, 3D animation, and interactive 3D animation) combined with narration and text, contributes to the learning process of 13- and 14- years-old students in science courses. The study was carried out with...

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Bibliographic Details
Published in:Computers and education 2009-02, Vol.52 (2), p.390-401
Main Authors: Korakakis, G., Pavlatou, E.A., Palyvos, J.A., Spyrellis, N.
Format: Article
Language:English
Subjects:
Animation
Case Studies
Cognitive Processes
Computer Assisted Instruction
Computer Software
Difficulty Level
Educational Technology
Foreign Countries
Grade 8
Greece
Learner Engagement
Media in education
Multimedia Materials
Multimedia/hypermedia systems
Science Instruction
Secondary education
Simulations
Student Motivation
Technology Integration
Visual Aids
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Summary:This research aims to determine whether the use of specific types of visualization (3D illustration, 3D animation, and interactive 3D animation) combined with narration and text, contributes to the learning process of 13- and 14- years-old students in science courses. The study was carried out with 212 8th grade students in Greece. This exploratory study utilizes three different versions of an interactive multimedia application called “Methods of separation of mixtures”, each one differing from the other two in a type of visuals. The results indicate that multimedia applications with interactive 3D animations as well as with 3D animations do in fact increase the interest of students and make the material more appealing to them. The findings also suggest that the most obvious and essential benefit of static visuals (3D illustrations) is that they leave the time control of learning to the students and decrease the cognitive load.
ISSN:0360-1315
1873-782X
DOI:10.1016/j.compedu.2008.09.011