The effectiveness of animated video and written text resources for learning microeconomics: A laboratory experiment

Shiu, Alice; Chow, Joseph; Watson, J. Wreford

doi:10.1007/s10639-019-10025-1

Cited by 25 publications

(13 citation statements)

References 35 publications

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“…There are previous studies that reveal the feasibility of animation video-based media, such as in this study. Animation video-based can be used as an effective learning medium and have an effect on student knowledge so that teachers can consider using animation video-based media in learning (Shiu, 2020). Furthermore, the animation video-based media used in learning can improve quality and facilitate student discussions with teachers (Bello-Bravo, 2019).…”

Section: Figure 4 An Assessment Of Media Feasibility By Studentsmentioning

confidence: 99%

The Perceptions of Vocational School Students of Video Animation-Based Learning Media to Operate Lathes in Distance Learning

Kusuma¹,

Sudira²,

Hasibuan³

et al. 2021

JET

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SMK has the challenge of implementing meaningful distance learning using animated video media according to student perceptions. However, students' perceptions about the use of animated video media in distance learning are not yet known. This study aims to measure the perceptions of Mechanical Engineering Vocational School students about the use of animated video media for the development of skills to operate a lathe in distance learning. The research subjects consisted of 73 students of Mechanical Engineering Vocational Schools. The data collection technique used a questionnaire. The media feasibility test was carried out by two material and media experts. This study used quantitative descriptive statistical analysis methods, t-test, and One-Way ANOVA with post-hoc advanced tests, namely the Dunnett C and Tukey test to determine differences in students' perceptions of assessment. The results of the media feasibility validation by material experts were 81.875% and media experts 90.625% were in the very feasible category. The assessment of the feasibility of the media by students was 83.714% in the very feasible category. So, that there was no significant difference between male and female students in the assessment of distance learning animated video media.

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Section: Figure 4 An Assessment Of Media Feasibility By Studentsmentioning

confidence: 99%

The Perceptions of Vocational School Students of Video Animation-Based Learning Media to Operate Lathes in Distance Learning

Kusuma¹,

Sudira²,

Hasibuan³

et al. 2021

JET

View full text Add to dashboard Cite

show abstract

“…The transition from text-oriented, non-interactive materials using static images to video and animated materials, where the learner will be more motivated and learn, explains this transformation. When the reflections of current technologies on distance learning activities are examined, both animated (Azizah & Widiartin, 2019;Handayani et al, 2020;Shiu et al, 2019;Zheng et al, 2020) and interactive materials (Daita et al, 2019;Iasha et al, 2019;Richtberg & Girwidz, 2019;Teese et al, 2020) are often used in distance-learning activities.…”

Section: Introductionmentioning

confidence: 99%

Effect of animated and interactive video variations on learners' motivation in distance Education

Tuğtekin

Dursun

2021

Educ Inf Technol

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One of the objectives of this research is to develop and validate the Instructional Material Motivation Scale for Single-Use (IMMS-SU) instrument in the Turkish context. The IMMS-SU was developed and validated in a two-phased process on a sample of 1654 students. The Exploratory Factor Analysis revealed that IMMS-SU included 14 items (χ2 = 332.59; sd = 74; p < 0.001), the fitness indices were found to be RMSEA = .077; SRMR = .040; AGFI = .88; NFI = .95; CFI = .96; and GFI = .92. The Cronbach's Alpha coefficients regarding the whole scale was calculated as α = 0.95. Thereafter, in the second study, the animated and interactive video materials used in distance education were scrutinized in the context of openness to different materials, time spent viewing, motivation, and cognitive load. A total of 933 students participated who had a distance education experience. In order to collect data, the extraneous cognitive load instrument (Kalyuga et al.,

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“…Correspondingly, Shiu et al (2019) recommend that teachers prepare at least one video clip to deliver content knowledge effectively. This suggestion applies to all levels of education from primary to tertiary education as the use of video indirectly promotes the students to practice self-learning.…”

Section: Results and Discussion The Effectiveness Of Av For Arabic Vo...mentioning

confidence: 99%

Promoting Digital Learning Environment in Arabic Language Education: The Use of Animated Video (AV) For Vocabulary Acquisition among Primary School Students

2021

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Digitalizing the learning environment receives profound attention for augmenting better learning experiences across subject disciplines, including Arabic language education. By measuring the effectiveness of promoting a digital environment in teaching the Arabic language, this quantitative research investigates the application of animated video (AV) in enhancing Malaysian students’ Arabic vocabulary acquisition. Following a quasi-experimental research design, a group of fourth-grade students (N=46) who studied Arabic as a foreign language was randomly divided into treatment (n=23) and control groups (n=23). The treatment group experienced the use of AV during the teaching and learning sessions, while the control group underwent conventional classroom teaching. The AV contained a variety of multimedia sources to describe and depict Arabic vocabulary accurately. Each group received two 30-minute lessons per week, during which they learned five to seven new words in one lesson. Both groups were later assessed after three weeks, and the scores were analyzed using SPSS Version 20. Findings showed a significant difference between the two groups, t(22)= -3.98, p.001 where the treatment group (M = 86.06, SD = 10.86) recorded higher mean scores in comparison to the control group (M = 80.53, SD = 15.48). This finding provides empirical evidence to suggest AV as an effective technology-supported pedagogy in improving Arabic vocabulary acquisition. The implication of this research informs other important stakeholders, particularly educational technologists and curriculum experts, to advance the application of AV in creating meaningful digital content for learning the Arabic language

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The effectiveness of animated video and written text resources for learning microeconomics: A laboratory experiment

Cited by 25 publications

References 35 publications

The Perceptions of Vocational School Students of Video Animation-Based Learning Media to Operate Lathes in Distance Learning

The Perceptions of Vocational School Students of Video Animation-Based Learning Media to Operate Lathes in Distance Learning

Effect of animated and interactive video variations on learners' motivation in distance Education

Promoting Digital Learning Environment in Arabic Language Education: The Use of Animated Video (AV) For Vocabulary Acquisition among Primary School Students

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