Literaturnachweis - Detailanzeige
| Autor/inn/en | Lin-Chih-Lung; Dwyer, Francis |
|---|---|
| Titel | Effect of Varied Animated Enhancement Strategies in Facilitating Achievement of Different Educational Objectives |
| Quelle | In: International Journal of Instructional Media, 31 (2004) 2, S.185 (14 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0092-1815 |
| Schlagwörter | Educational Objectives; Animation; Computer Assisted Instruction; Visualization; Academic Achievement; Educational Strategies; Instructional Effectiveness; Undergraduate Students |
| Abstract | The purpose of this study was to examine the instructional effectiveness of computer animated instruction, complemented by varied types of instructional strategies (advance organizers and adjunct questions and feedback) on learner achievement of different types of educational objectives. Ninety-three undergraduate students were randomly assigned to the four treatments (Static Visual Control, N = 22; Animation Only, N = 24; Animation and Advance Organizer, N = 24; Animation with Adjunct Questions and Feedback, N = 23), interacted with their respective instructional treatments and received the four individual criterion measures. The results of this study indicate that the static visual treatment alone was found to be as effective as the varied animated treatments in facilitating learner achievement. The success of the static visual treatment may be explained by the fact that it in itself was highly developed and that the use of arrows implying directionality may have functioned to simulate motion. College learners, who are very adept at verbal learning may be able to read text and interact with the static visuals and generate sufficient simulated motion so that the animated motion although structurally different was functionally identical to the effect generated by the static visuals. (ERIC). |
| Anmerkungen | Westwood Press Inc., 118 Five Mile River Road, Darien, CT 06820. Web site: http://www.adprima.com. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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