Exploring the impact of and perceptions about interactive, self-explaining environments in molecular-level animations.

Autor/inn/en	Falvo, David A.; Urban, Michael J.; Suits, Jerry P.
Titel	Exploring the impact of and perceptions about interactive, self-explaining environments in molecular-level animations.
Quelle	In: CEPS journal, 1 (2011) 4, S. 45-61Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2232-2647
URN	urn:nbn:de:0111-opus-60592
Schlagwörter	Experimentelle Untersuchung; Beeinflussung; Kognitive Kompetenz; Test; Medieneinsatz; Lernumgebung; Unterrichtsmethode; Computersimulation; Interaktives Lernen; Chemieunterricht; Visualisieren; Raumvorstellung
Abstract	This mixed-method study investigates the effects of interactivity in animations of a molecular-level process and explores perceptions about the animated learning tool used. Treatments were based on principles of cognitive psychology designed to study the main effects of treatment and spatial ability and their interaction. Results with students (n=189) showed that science majors scored higher than non-science majors in retention measures (i.e., structure and function) but not in transfer. Significant main effects were found for treatment in function questions and spatial ability in structure questions. There was a significant interaction between treatment and spatial ability in structure questions. Additionally, in this study participants believed the key and the motion of ions and molecules were the most helpful parts of the animation. This study shows that students perceive the animations as being supportive of their learning, suggesting that animations do have a role in science classrooms. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2013/1