Evaluating Animations as students aid in learning computer algorithms.
Animation goes one step further. While static visualization can provide people with the essence of how something looks, is laid out, or is constituted, animation appears better able to explain a dynamic, evolving process. Animation may aid learners in constructing mental model [a mental runnable simulations] of various processes such as movements of components of a mechanical system. various studies has suggested that mental model help learners more accurately, predict the behavior of various processes or system such as a system made up of a hypothetical components for a "phaser bank", Kieras & Bovair, [1984], or sets of interconnected pulleys, Hegarty & Just, [1993].
In general, animation helps viewers track patterns and observe relationships in a display. Robertson, Card & Mackinlay, [1993]. For instance, animation has been used to provide online help with interface task. Sukaviriya, [1990], and to help users follow interface operations, Baeckerd & Small [1990]. According to Rieber, Boyce & Assad [1990] addition of animation to help teach science concepts such as Newtonian mechanics had no effect on learning by adults as measured by multiple choice test, rather it did has a positive effect on children. Rieber [1990].
Reference
Baecker, R. & Small, I. [1990]. Animation at the interface. B. Laurel [Ed.]. The art of human computer interface design, Adisson-Wesley, Reading. MA [1990]. pp 251-267
Hegart, M. Just, M.A [1993]. Constructing mental models of machines from text and diagrams. Journal of memory and language, 32 [1993], pp 717-742
Kieras, D.E, & Bovair, S. [1984]. The role of mental model in learning to operate a device. Cognitive science, 8, [1984], pp255-273
Rieber et al [1990]. The effect of computer animation on adult learning and retrieval task. Journal of computer base instruction. 17, [2] [1990] pp, 46-52.
Rieber, L. P [1990]. Using computer animated graphics in science instruction with children. Journal of educational psychology, 82, [1990] pp 135-140
Robertsob et al, [1993]. Information visualization using 3D interactive animation. Communication of the ACM 36, [4] 1993, pp 57-71
Sukaviriya, P [1990]. Coupling a UI framework with automatic generation of context sensitive animated help. Proceedings of the "90 ACM SIGGRAPH symposium on user interface software and technology [1990] pp 152-166
http://dx.doi.org.ezproxy.vub.ac.be:2048/10.1016/s0360-1315(99)00023-8
www.youtube.com/watch?v=zDZFcDGpL4U
Hi Samuel,
ReplyDeleteYour topic is close to Paul’s ‘Powerpoint as an innovative tool for teaching and learning in modern classes’ (December 29th). Animations, especially Powerpoint as an animation facility, have strongly integrated into learning environment. It was mentioned before about their numerous dis/advantages, whether they are useful or not, but this is not the point.
In case of animation in general, the point is ‘Why is it useful for children not for adults?’
Rieber, Boyce & Assad (1990), speculate that the animations helped the children to form internal mental images of the processes, but this was not necessary for the adults. Formation of ‘internal mental images of the processes’ is a precise definition of animation. Moreover, if we refer to the objectives of using animation as a learning tool, we will find skills most likely to be developed in children not adults. For example, animation helps students to develop competencies in storytelling, visual communication, emotional, concentration, problem-solving and innovative aspects, etc. The mentioned skills are obviously more important for children, because adults already developed them in earlier stages on their growing-up.
References
Rieber et al [1990]. The effect of computer animation on adult learning and retrieval task. Journal of computer base instruction. 17, [2] [1990] pp, 46-52.
http://en.wikipedia.org/wiki/Educational_animation
http://www.viauc.com/about/Pages/about-us.aspx