Learning Science via Animated Movies: Its Effect on Students' Thinking and Motivation

Autor/inn/en	Barak, Miri; Ashkar, Tamar; Dori, Yehudit J.
Titel	Learning Science via Animated Movies: Its Effect on Students' Thinking and Motivation
Quelle	In: Computers & Education, 56 (2011) 3, S.839-846 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2010.10.025
Schlagwörter	Report Cards; Self Efficacy; Learning Motivation; Scientific Concepts; Science Education; Thinking Skills; Animation; Questionnaires; Science Achievement; Control Groups; Experimental Groups; Elementary Schools; Multimedia Materials; Cognitive Style; Kinesthetic Perception; Auditory Perception; Visual Perception; Films + Suchen Sie Ihr Suchwort? Berichtszeugnis; Self-efficacy; Selbstwirksamkeit; Motivation for studies; Lernmotivation; Naturwissenschaftliche Bildung; Denkfähigkeit; Fragebogen; Elementary school; Grundschule; Volksschule; Cognitive styles; Kognitiver Stil; Kinaesthetic perception; Ästhetische Wahrnehmung; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Visuelle Wahrnehmung; Film
Abstract	Some researchers claim that animations may hinder students' meaningful learning or evoke misunderstandings. In order to examine these assertions, our study investigated the effect of animated movies on students' learning outcomes and motivation to learn. Applying the quantitative methodology, two pre- and post-questionnaires were administered: Science thinking skills and Motivation to learn science. Students' overall achievement in science was examined by their report card scores. The research population (N=1335) was divided into experimental (N=926) and control (N=409) groups from 11 elementary schools. Findings indicated that the use of animated movies promoted students' explanation ability and their understanding of scientific concepts. Findings also indicated that students who studied science with the use of animated movies developed higher motivation to learn science, in terms of: self-efficacy, interest and enjoyment, connection to daily life, and importance to their future, compared to the control students. Following the definition of multimedia, the students who study with the use of animated movies, applied all three learning styles: visual, auditory and kinesthetic. The use of multimedia and the fact that the students were engaged in exploring new concepts, that were relevant to their daily life experiences, can explain the positive results. (Contains 5 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10