Can animations effectively substitute for traditional teaching methods? Part I: preparation and testing of materials

Two animations, one focused on the macroscopic phenomena and particulate conception of the three states of matter and the effects of heat on these states, and the other on solution formation and solubility were produced using Adobe Flash MX software. The first was designed for and tested on elementa...

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Bibliographic Details
Published in:Chem. Educ. Res. Pract 2010-01, Vol.11 (4), p.253-261
Main Authors: Gregorius, Roberto Ma, Santos, Rhodora, Dano, Judith B, Gutierrez, Jose J
Format: Article
Language:English
Subjects:
Animation
Chemistry
Comparative Analysis
Computer Uses in Education
Conventional Instruction
Design
Elementary School Students
High School Students
Instructional Effectiveness
Multimedia Materials
Pretests Posttests
Science Instruction
Texas
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Summary:Two animations, one focused on the macroscopic phenomena and particulate conception of the three states of matter and the effects of heat on these states, and the other on solution formation and solubility were produced using Adobe Flash MX software. The first was designed for and tested on elementary school (3rd – 5th grade) students. The second was tested on secondary school chemistry students. The materials were prepared according to established multimedia learning design guidelines. A pre- and post-test study was used to compare the learning gains of the students who received the animations with those who received textbook reading time and discussion in class. The pre- and post-test data indicate that while both groups showed learning gains regardless of the provided mode of instruction, those who received the animations obtained higher scores than the control group.
ISSN:1756-1108
1109-4028
1109-4028
1756-1108
DOI:10.1039/C0RP90006K