Developing and using animations and simulations to teach computer science courses: The case of University of Dar Es Salaam

Abstract

Concepts in computer science courses are among the most complicated to teach in developing countries institutions. This is because majority of developing countries' institutions are faced with large class sizes while teaching facilities are few. Although several solutions have been proposed to alleviate these problems such as increasing student-computer ratio, improving teaching pedagogy and increasing number of teaching staff, the problem still exist. Therefore we conducted a pilot study at UDSM determine if the use of animations and simulations can enable students to learn difficult concepts and master course contents. The study has revealed that 67% of respondents (of 108 students) indicated that animations and simulations in courses enabled them to grasp difficult concepts more easily. The study also found that the process of developing animations and simulations improves the quality of course design. However, it is essential that the pedagogical and instructional design principles be incorporated in the whole process of course development to realize the benefit and usefulness of the developed animations.

Developing and Piloting Interactive Physics Experiments for Secondary Schools in Tanzania

“…The present findings seem to be consistent with other research conducted previously (Brisbourne et al, 2002;Falvo, 2008;Mtebe & Twaakyondo, 2012;Stith, 2004;Taylor et al, 2007). For example, Mtebe and Twaakyondo (2012) found courses developed using animations and simulations enabled students to grasp difficult concepts more easily in a study conducted with 108 students at the University of Dar es Salaam in Tanzania.…”

“…This is because, interactive content presents information through visual and/or auditory channels via multiple formats, such as graphics, on-screen text and narrations (Lin & Atkinson, 2011). These experiments can support students with different learning styles, for example, those who prefer video or those who prefer audio (Mtebe & Twaakyondo, 2012).…”

Challenges and instructors’ intention to adopt and use open educational resources in higher education in Tanzania

“…The SEACOM marine cable has reduced telecommunication costs by 95% (Swarts & Wachira, 2010) as well as increasing bandwidth up to 155 MBps (Lwoga, 2012). Some institutions are already connected and many will be connected in the near future (Mtebe & Twaakyondo, 2012).…”

A Critical Review of eLearning Research Trends in Tanzania

“…Using the method involving a control group and an experimental group, the hands-on lab-approach was found to be more effective for imparting practical and problem-solving skills, and knowledge and competency to students compared to the simulation approach. Other studies that investigated the effectiveness of various eLearning interventions include animations and simulations that can enable students to learn difficult concepts (Mtebe & Twaakyondo, 2012), SMS-based quizzes as a tool for conducting assessment in secondary schools (Mtebe, Kondoro, Kissaka, & Kibga, 2015), and mobile Moodle (Mtebe & Kondoro, 2016).…”