Developing and Using Conceptual Computer Animations for Chemistry Instruction

Burke, K. A.; Greenbowe, Thomas J.; Windschitl, Mark

doi:10.1021/ed075p1658

Cited by 133 publications

(84 citation statements)

References 21 publications

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“…However, students' results showed improvement from pretest to post-test, indicating that the animations in the Micro-World had helped the students in understanding Electrochemistry concepts microscopically. The use of multimedia creates the environment where students could visualize the abstract chemical processes via animations and videos at macroscopic, microscopic and symbolic levels (Bowen, 1998;Burke et al 1998;Rodrigues et al 2001;Russell et al 1997). …”

Section: Discussionmentioning

confidence: 99%

Interactive Multimedia Module with Pedagogical Agents: Formative Evaluation

Lee¹,

Osman²

2012

IES

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Electrochemistry is found to be a difficult topic to learn due to its abstract concepts that involve three representation levels. Research showed that animation and simulation using Information and Communication Technology can help students to visualize and thus enhance students' understanding in learning abstract chemistry topics. As a result, an interactive multimedia module with a pedagogical agent (IMMPA) named EC Lab was developed to assist students in the learning of Electrochemistry. There were 35 students and seven experts involved in this formative evaluation to test the usability and effectiveness of the module developed. Instruments involved were module evaluation questionnaire, module reliability questionnaire, module validity questionnaire, pretest, post-test and motivation questionnaire. Results showed that the students and experts rated the module developed as high (M = 3.94) and very high quality (M = 4.45). Besides, the respondents also see the module as reliable (M = 3.87) and valid (M = 4.51). Students have higher scores on their post-test and have gained higher motivation level after learning with the IMMPA EC Lab. However, some corrections and modifications have been made based on feedback and suggestions from the respondents to improve the quality of IMMPA EC Lab.Keywords: interactive multimedia module, pedagogical agent, electrochemistry, formative evaluation Introducation Learning of Electrochemistry in MalaysiaElectrochemistry is the sixth chapter in the Malaysian Chemistry syllabus for secondary schools. This topic is taught to upper secondary level students in the science stream. Electrochemistry is a study of inter-conversion of chemical energy and electrical energy that occurs in electrolytic and voltaic cells. Previous studies (Bojczuk, 1982;Lee & Kamisah, 2010;Lin, Yang, Chiu & Chou, 2002;Roziah, 2005) showed that the topic is difficult to learn because the concepts are abstract. Students often encounter misconceptions in the learning of this topic (Garnett & Hackling 1993;Garnett & Treagust 1992;Garnett, Garnett & Hackling, 1995;Karsli & Çalik, 2012;Lee & Mohammad Yusof 2009;Lee 2008;Lin et al. 2002;Sanger & Greenbowe 1997a;Sanger & Greenbowe 1997b).Macroscopically, students need to study the concepts of electrolytes and non-electrolytes, the electrolysis process and voltaic cells. Microscopically, they need to understand the movement of ions and electrons during the electrolysis process. Besides that, they need to transform the process into chemical formulae and equations symbolically. Students face difficulties in understanding the abstract chemical processes especially at the microscopic and symbolic levels (Garnett & Hackling 1993;Garnett & Treagust 1992;Garnett et al., 1995;Karsli & Çalik, 2012;Lee & Mohammad Yusof 2009;Lee 2008;Lin et al. 2002;Sanger & Greenbowe 1997a;Sanger & Greenbowe 1997b).Studies (Doymus, Karacop & Simsek, 2010;Gois & Giordan, 2009;Lerman & Morton, 2009) showed that animation and simulation using information and communication technology (ICT) ca...

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Section: Discussionmentioning

confidence: 99%

Interactive Multimedia Module with Pedagogical Agents: Formative Evaluation

Lee¹,

Osman²

2012

IES

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“…Computer animation has been used in many educational areas, such as biology, chemistry and construction. Many of those studies showed that computer animation technology yields certain improvement on learning outcome (Burke, Greenbowe, & Windschitl, 1998;Habbal & Harris, 1995;Sanger, Brecheisen, & Hynek, 2001). …”

Section: Computer Animation For Educationmentioning

confidence: 99%

Computer Animation for Learning Building Construction Management: A Comparative Study of First Person Versus Third Person View

Dib

Adamo-Villani

2014

Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering

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“…Application of multimedia in education through World Wide Web, CD-ROMs, DVD and virtual reality can help students visualize the abstract concepts especially in the learning of chemistry. The use of multimedia creates the environment where students can visual the abstract chemical processes via animation and video in macroscopic, microscopic and symbolic levels (Bowen, 1998;Burke et al 1998;Rodrigues et al 2001;Russell et al 1997). Studies (Doymus, 2010;Gois & Giordan, 2009;Lerman & Morton, 2009) have been carried out and results showed that animation and simulation using ICT can help students to visualize and hence enhance students' understanding in learning abstract chemistry topics.…”

Section: The Use Of Ict In Teaching and Learningmentioning

confidence: 99%

“…Students can visualize (Lerman, 2001) the whole process through the animations in Micro-World. IMMPA EC Lab makes the abstract concepts 'concrete' because students can watch the whole process visually at three representation levels (Bowen 1998;Burke et al 1998;Rodrigues et al 2001;Russell et al www.intechopen.com 1997). Hence, students learning Electrochemistry with animations and simulations in multimedia module will gain higher achievements compared to traditional method (Hasnira, 2005;Sanges & Greenbowe, 2000).…”

Section: The Chlorine Gas Is Produced (Kl29)mentioning

confidence: 99%