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The effects of computer animation in...

Northern Illinois University., Educational Technology, Research and Assessment.

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The effects of computer animation in the design of instructional messages.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The effects of computer animation in the design of instructional messages./
作者:	Ma, Yue.
面頁冊數:	130 p.
附註:	Advisers: Wei-Chen Hung; Pi-Sui Hsu.
Contained By:	Dissertation Abstracts International69-12A.
標題:	Education, Higher. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3339354
ISBN:	9780549956709

The effects of computer animation in the design of instructional messages.
Ma, Yue.

The effects of computer animation in the design of instructional messages. - 130 p.

Advisers: Wei-Chen Hung; Pi-Sui Hsu.

Thesis (Ed.D.)--Northern Illinois University, 2008.

This dissertation investigated the relationship of two types of visual presentations and their effects on college graduate students' cognitive load performance and knowledge transfer. Richard Mayer's Multimedia Design Model, John Sweller's Cognitive Load Theory and Allan Paivio's Dual Coding Theory were used as the theoretical constructs for the research study. Robert Gagne's events of instruction were used to design the computer program procedures. This research was generated from recent study results of computer animations. Those research studies provided inconclusive results on computer animations. Their focus was on whether animation and static visual displays could enhance learning outcome. Current debates are focused on knowledge transfer and retention, and disagreements still exist.

ISBN: 9780549956709Subjects--Topical Terms:

543175
Education, Higher.

The effects of computer animation in the design of instructional messages.
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245 1 4 $a The effects of computer animation in the design of instructional messages.
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500 $a Advisers: Wei-Chen Hung; Pi-Sui Hsu.
500 $a Source: Dissertation Abstracts International, Volume: 69-12, Section: A, page: 4696.
502 $a Thesis (Ed.D.)--Northern Illinois University, 2008.
520 $a This dissertation investigated the relationship of two types of visual presentations and their effects on college graduate students' cognitive load performance and knowledge transfer. Richard Mayer's Multimedia Design Model, John Sweller's Cognitive Load Theory and Allan Paivio's Dual Coding Theory were used as the theoretical constructs for the research study. Robert Gagne's events of instruction were used to design the computer program procedures. This research was generated from recent study results of computer animations. Those research studies provided inconclusive results on computer animations. Their focus was on whether animation and static visual displays could enhance learning outcome. Current debates are focused on knowledge transfer and retention, and disagreements still exist.
520 $a Two computer programs were used in this study. One used computer animation to present the concept of sampling distribution, and the other one used static visual computer displays to present the key frames of the concept of sampling distribution. Sampling distribution simulation was originally developed by Rice University Statistics Lab. Permission to use the simulation was granted prior to the study. The independent variable was instructional strategy, either computer animation or static visual computer displays. The dependent variable was the knowledge transfer test. Three controlling variables were used in the study: prior knowledge, spatial orientation and visualization scores.
520 $a Graduate students consisting of 112 individuals enrolled in an introductory statistical course and an educational research course at a Midwest university participated in the study. The research design incorporated animated visual display and static visual display of learning a statistical concept - sampling distribution as instructional message design strategies controlling for prior knowledge and spatial ability scores. Results indicated that students in the animation group had significantly higher knowledge transfer scores than those in the static visual group. Students in the animation group also had higher mental efficiency scores than those in the static visual group. Reliability and validity tests were performed and post hoc data analysis results again confirmed the original result that the computer animation group out-performed the static visual group on the knowledge transfer test.
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