Animated diagrams in teaching statistics

Wender, Karl F.

doi:10.3758/bf03202549

Cited by 23 publications

(12 citation statements)

References 9 publications

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“…Based on this understanding, they can tell a good story about ½÷¼. This finding is consistent with Wender and Muehlboeck (2003), who found that animated demonstration helped students learn mathematics.…”

Section: Discussionsupporting

confidence: 85%

“…Next, the dynamic, animated, and interactive web‐based resources were shown to students. Interactive web‐based instruction was developed as research suggests that animated demonstration may be more efficiently processed by learners than without animated demonstration (Wender & Muehlboeck, 2003). Therefore, students in the web‐based instruction had more tasks, making use of dynamic animated representations on computers.…”

Section: Methodsmentioning

confidence: 99%

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Web-Based Instruction on Preservice Teachers' Knowledge of Fraction Operations

Lin

2010

School Science and Mathematics

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This study determines whether web‐based instruction (WBI) represents an improved method for helping preservice teachers learn procedural and conceptual knowledge of fractions.. The purpose was to compare the effectiveness of web‐based instruction (WBI) with the traditional lecture in mathematics content and methods for the elementary school course. The results of this study suggest that the use of WBI in learning fractions is more effective. When compared with the traditional instruction, the WBI treatment results were significantly more effective for procedural and conceptual knowledge of fraction operations.

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Section: Discussionsupporting

confidence: 85%

Section: Methodsmentioning

confidence: 99%

Web-Based Instruction on Preservice Teachers' Knowledge of Fraction Operations

Lin

2010

School Science and Mathematics

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“…By virtue of our visual system, we may be able to quickly understand a complicated method or result, or at least a simplified case. Wender and Muehlboeck (2003) showed the advantages of animations in teaching statistical topics like least squares and type I & II errors. Velleman and Moore (1996) discussed a set of animation ideas that can be effective for a student to learn concepts actively.…”

Section: Introductionmentioning

confidence: 99%

animation: AnRPackage for Creating Animations and Demonstrating Statistical Methods

Xie¹

2013

J. Stat. Soft.

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Animated graphs that demonstrate statistical ideas and methods can both attract interest and assist understanding. In this paper we first discuss how animations can be related to some statistical topics such as iterative algorithms, random simulations, (re)sampling methods and dynamic trends, then we describe the approaches that may be used to create animations, and give an overview to the R package animation, including its design, usage and the statistical topics in the package. With the animation package, we can export the animations produced by R into a variety of formats, such as a web page, a GIF animation, a Flash movie, a PDF document, or an MP4/AVI video, so that users can publish the animations fairly easily. The design of this package is flexible enough to be readily incorporated into web applications, e.g., we can generate animations online with Rweb, which means we do not even need R to be installed locally to create animations. We will show examples of the use of animations in teaching statistics and in the presentation of statistical reports using Sweave or knitr. In fact, this paper itself was written with the knitr and animation package, and the animations are embedded in the PDF document, so that readers can watch the animations in real time when they read the paper (the Adobe Reader is required).Animations can add insight and interest to traditional static approaches to teaching statistics and reporting, making statistics a more interesting and appealing subject.

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“…Researchers believe that animations have a greater flexibility in depicting physical and temporal changes than static pictures (Bétrancourt & Tversky, 2000;Castro-Alonso, Ayres, & Paas, 2014a, p. 552;Lowe, 2003), and are often assumed to be superior to static pictures (Chandler, 2009). There is supporting evidence showing that animations are more effective than static pictures when teaching statistics (e.g., Wender & Muehlboeck, 2003), physics (e.g., Rebetez, Bétrancourt, Sangin, & Dillenbourg, 2010;Rieber, 1990Rieber, , 1991b, geometry (e.g., Thompson & Riding, 1990), zoology (e.g., Pfeiffer, Scheiter, Kühl, & Gemballa, 2011), computer algorithm (e.g., Byrne, Catrambone, & Stasko, 1999), and motor-related tasks (e.g., Akinlofa, Holt, & Elyan, 2013;Ayres, Marcus, Chan, & Qian, 2009; Castro-Alonso, Ayres, & Paas, 2015a;Garland & Sánchez, 2013;Michas & Berry, 2000;A. Wong et al, 2009).…”

Section: Introductionmentioning

confidence: 92%

Investigating gender and spatial measurements in instructional animation research

Wong

Castro-Alonso

Ayres

et al. 2018

Computers in Human Behavior

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Instructional animation research has been extensive but the results are inconsistent. Amongst a number of possible factors to explain these inconclusive results (e.g., the negative influence of transient information), the influence of spatial ability and gender are less explored. This paper reports three experiments that compared the effectiveness of learning a handmanipulative task (Lego construction) under various conditions with direct examination of the relationship between gender, spatial ability and instructional visualisation. Regression analyses revealed that only one objective measure related to spatial ability (Corsi test) predicted overall test performance, whereas the Card Rotations Test and the Mental Rotations Test did not. However, there was a number of significant gender-spatial ability interactions showing that the spatial ability predictors of male performance were different from those of females. Furthermore a number of subjective measures of spatial ability and experience with instructional animations and static pictures were found to be significant predictors. The results suggest that gender and the type of spatial ability measures used both have a significant impact on gauging the effectiveness of instructional animations. Spatial ability measures should be tailored to gender and the specific nature of the learning domains to yield more consistent research results.

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Animated diagrams in teaching statistics

Cited by 23 publications

References 9 publications

Web-Based Instruction on Preservice Teachers' Knowledge of Fraction Operations

Web-Based Instruction on Preservice Teachers' Knowledge of Fraction Operations

animation: AnRPackage for Creating Animations and Demonstrating Statistical Methods

Investigating gender and spatial measurements in instructional animation research

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