Impact of computer animations in cognitive learning: differentiation

Abstract

In mathematic courses, construction of some concepts by the students in a meaningful way may be complicated. In such circumstances, to embody the concepts application of the required technologies may reinforce learning process. Onset of learning process over daily life events of the student's environment may lure their attention and may enable them to gain from the preliminary knowledge. Therefore, a good initiation may be realized in the course of meaningful learning. The underlying meaning of the abstract concepts by computer animations may be accomplished in class environments. That study is conducted searching out to discover the effects of animations over the learning process in mathematic courses. The study was performed over the 58 university freshman students selected randomly. Thirty-two students constituted the experiment group and 26 students constituted the control group. Computer animations-aided instruction model in constructive form were applied on the experiment group and non-computer-aided instruction model in constructive form were implemented on the control group. Student academic success via a test method developed by explored group with confidence rate .819 (Cronbach's alpha) revealed that data were evaluated by two-way variance analyses. The findings provided from the final test shows that the experiment group students were significantly higher according to the control group students in terms of academic success average scores. Computer animations were observed to be significant to assimilate the derivative concept in a discrete way over the students, to appeal their attention, animations of real life events observed to transform the abstract meanings in the events to a concrete manner. Students of whom the concrete stage is constructed meaningfully found to be tactful in reaching to semi-abstract and abstract stages.

Interactive Learning Media Based on Website in Vocational School

“…Learning geometry using interactive media that utilizes Macromedia flash, which uses visualization, animation, and illustrations in geometry, gives better results to the understanding and ability of students. Theoretical, practical, and visual (Milajić, 2013;Altiparmak, 2014).…”

Moving towards understanding: Reasoning about graphs in primary mathematics education

“…Referring to experiences of students with or in the real world 15 Altiparmak, 2014;Boyd & Rubin, 1996;Carrejo & Marshall, 2007;Holbert & Wilensky, 2014;Mitnik et al, 2009**;Noble et al, 2004;Solomon et al, 1991;Struck & Yerrick, 2010;Taylor et al, 1995;Thornton & Sokoloff, 1990;Heck & Uylings, 2006;Wilhelm & Confrey, 2003;Woolnough, 2000 2. Multimodality Referring to intertwining modalities 14 Anastopolou et al, 2011;Anderson & Wall, 2016***;Botzer & Yerushalmy, 2006;Botzer & Yerushalmy, 2008;Noble et al, 2004;Radford, 2009;Russell et al, 2003 3.…”

“…Linking motion to graph Linking motion to a graphical representation 31 Anastopolou et al, 2011**; Anderson & Wall, 2016**;Botzer & Yerushalmy, 2006;Botzer & Yerushalmy, 2008;Boyd & Rubin, 1996;Brasell, 1987;Brungardt & Zollman, 1995;Espinoza, 2015;Holbert & Wilensky, 2014;Kozhevnikov & Thornton, 2006***;Kurz & Serrano, 2015;Metcalf & Tinker, 2004;Mitnik et al, 2009**;Russell et al, 2003;Simpson et al, 2006;Skordoulis et al, 2014;Struck & Yerrick, 2010;Stylianou et al, 2005;Svec, 1999;Thornton & Sokoloff, 1990;Heck & Uylings, 2006 4. Multiple representations Referring to multiple representations of a particular motion 29 Altiparmak, 2014;Anastopolou et al, 2011**;Botzer & Yerushalmy, 2006;Botzer & Yerushalmy, 2008;…”

“…For example, emphasize how the use of microcomputer-based laboratories provided students with genuine scientific experiences. Using elements from the real world also has the advantage of being prone to draw on students' prior knowledge and experiences (Altiparmak, 2014;Taylor et al, 1995). For example, in a simulation environment used in Noble et al (2004), students, over the course of the activities, started recognizing the movement of an elevator in the graph.…”

“…Within other learning environments, the motion was represented to the students in multiple formats (e.g., Altiparmak, 2014;Espinoza, 2015;Nemirovsky, 1994;Wilhelm & Confrey, 2003;Wilson & Brown, 1998). In these learning environments, a motion was represented by, for example, a graph, table, or formula (e.g., Kuech & Lunetta, 2002).…”