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Learning electronics through animation: Improved academic achievements A haron Gero & Wishah Zoabi...
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Transcript of Learning electronics through animation: Improved academic achievements A haron Gero & Wishah Zoabi...
Learning electronics through animation: Improved academic achievements
Aharon Gero & Wishah Zoabi
Technion – Israel Institute of TechnologyOrt Braude College
Outline
Introduction Theory: Animation Based Learning The Animation Research Questions Methodology Findings Discussion
Introduction A central topic taught in electrical engineering is the structure and
principle of operation of electronic devices
Two-year college students often face great difficulty when studying this subject due to its complexity (Karmalkar, 1999)
A previous study (Gero, Zoabi, & Sabag, 2012) indicated Significant gap between the achievements of students studying the topic of
the BJT through computer animation and those of their peers who studied it using static diagrams
The gap, in favor of the first group, was accompanied by a large effect size
The current study examined whether animation based learning has an effect on students’ achievements in the case of the FET
Theory: Animation Based Learning Static hypothesis (Mayer et al., 2005)
Better learning is achieved by using written text and static diagrams Static tools reduce the cognitive load imposed on the learner by presenting only
the key stages of the process learned
Dynamic hypothesis (Rieber, 2009)
Better learning is achieved by using animations Animation reduces the cognitive load imposed on the learner by presenting the
dynamic picture necessary to understand the process learned Animation creates interest leading to high levels of motivation
Studies have not produced any conclusive results indicating the advantages of one approach over another (Hegarty et al., 2003)
The Animation
Developed by the multimedia group of the University of Cambridge – Department of Engineering
Qualitatively describes the processes occurring in the FET JFET MOSFET
Presented by the teacher accompanied by his explanations
Research Questions
What are the achievements of students studying the topic of the FET through animation, compared to those of their peers who studied the subject using static diagrams?
What are students’ attitudes towards animation based learning on the subject of the FET?
Methodology (1) Participants
40 electronics students in a leading two-year college in Israel
Methods Quantitative
Students were randomly assigned into two groups Experimental group (N = 20) Control group (N = 20)
Members of each group were examined in an identical preliminary achievement test on the subject of the diode (Pretest)
Methodology (2)
The experimental group learned the structure and principle of operation of the FET through animation, while the control group learned the same contents, for the same number of hours and by the same teacher, using static diagrams drawn on the blackboard
Members of each group were examined in an identical final achievement test on the subject of the FET (Posttest)
Qualitative
Semi-structured interviews (experimental group)
Methodology (3) Instruments
Tests were validated by two experts from the field of education in electrical engineering
Tests did not include the name of the examinee but rather only his identification number
Tests were graded in random order using a rubric
Findings: Achievements
Group NPretest Posttest
M SD t p-value M SD t p-value
Experimental 20 79.90 22.320.61 n.s.
85.50 11.393.85 <0.001
Control 20 83.70 15.28 60.90 25.45
A significant gap in favor of the experimental groupVery large effect size (Cohen’s d = 1.25)
Findings: Attitudes Cognitive component: Animation enhances understanding
The animation helped me understand how the devices work... In my opinion, a major strength of the course is the animation…
Affective component: Animation creates interest
I liked the animation... Due to the animation the lesson was interesting…
Discussion Conclusions
The achievements of students studying the topic of the FET through computer animation were significantly higher than those of their peers who studied the same subject using static diagrams
The effect size was very large This gap can be attributed to findings, according to which animation
enhances understanding and creates interest
Limitations Small sample Unconscious bias in favor of the experimental group (Rosenthal, 1966)
Novelty effect (Clark, 1983)