The use of animation in higher education teaching to support students with dyslexia

Taylor, Mark; Duffy, S.; Hughes, Gregory

doi:10.1108/00400910710729857

Cited by 17 publications

(16 citation statements)

References 30 publications

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“…This conclusion comes from the fact that 67% of respondents indicated that animations and simulations in courses enabled them to grasp difficult concepts more easily. This finding is inline with what other researchers also found such as [9], [14], [23], [12] and [10] regarding the benefits of animations and simulations help students grasp difficult concepts.…”

Section: Discussion and Lesson Learntsupporting

confidence: 94%

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

Mtebe

Twaakyondo

2012

2012 International Conference on E-Learning and E-Technologies in Education (ICEEE)

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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.

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Section: Discussion and Lesson Learntsupporting

confidence: 94%

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

Mtebe

Twaakyondo

2012

2012 International Conference on E-Learning and E-Technologies in Education (ICEEE)

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“…This finding was in harmony with what suggested by the previous studies and researches in the field of the use of visual stimuli in the achievement of the cognitive aspects, one of these studies is the one prepared by Grabowski, 2004)), Joseph (2006), Fath Allah (2007), Hughes, 2007), (Stavy, 2008), (Tibell, 2010), whereas this research finding differs with that of finding of Al-Sarraf (1998), and Khalaf Allah (2010).…”

Section: Discussioncontrasting

confidence: 50%

The Effect of Difference of Visual Stimuli in Photo Sharing Websites (Instagram) on Cognitive Achievement for Secondary Students in the Curriculum of Computer and Information Technology

Al-Harbi¹

2017

IRHE

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The study aims to clarify the effect of the difference of visual stimuli in Photo Sharing websites (Instagram) on cognitive achievement for secondary education students in computer and information technology curriculum through the answer of the following question: What is the effect different visual stimuli in PSW (Instagram) on the cognitive achievement for secondary education students in the computer and information technology curriculum? To answer this question, two different accounts in Instagram were signed up: the first account's subject was visual stimuli (Real Visual Stimuli) and the second's was visual stimuli (Graphical Visual Stimuli). The sample was (60) students of Al-Hateem Secondary School in Jeddah. The sample has been divided into two homogeneous groups. The first has been taught using RVS, and the second has been taught using GVS. A research tool (achievement test) has been applied for the experimental groups after the confirmation of validity and reliability of the achievement test.

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“…The instructional design model is a combination of procedure used to create an effective product in order to achieve the learning objectives that have been formulated [8]- [10]. Manuscript This argument is in line with [11], [12] which stated that a good courseware design would be able to contribute towards an encouraging learning outcome. Hence, in ensuring that the courseware design is accurate and suitable, the adequate instructional design model should be identified before the development process begins.…”

Section: Introductionmentioning

confidence: 84%

Usability and User Satisfaction of Segmented Animation Courseware with Linear Program-Controlled Feature

Hassan¹,

Ali²

2016

IJIET

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Abstract-The purpose of this study is to determine the usability and user satisfaction of the Segmented Animation Courseware Featured with Linear Program-Controlled approach. The courseware on the OSI Model topic was developed based on theories, principles and literature overview conducted. The DDD-E model has been utilized as an instructional design reference throughout the development process, which consists of four phases of activity namely Decide, Design, Develop and Evaluate. Usability and user satisfaction test is conducted to gain input on aspects of teaching and learning, motivation, design and technical features. This instrument consists of 15 evaluation items that need to be answered by students. The study sample consisted of 35 Diploma in Electrical Engineering final semester, students from the Sultan Salahuddin Abdul Aziz Shah Polytechnic. The Data obtained was analyzed using the mean descriptive method. Findings from the usability and user satisfaction test indicated that the courseware had adhered to the development standards and is suitable to be used as a teaching medium for the OSI Model topic.

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The use of animation in higher education teaching to support students with dyslexia

Cited by 17 publications

References 30 publications

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

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

The Effect of Difference of Visual Stimuli in Photo Sharing Websites (Instagram) on Cognitive Achievement for Secondary Students in the Curriculum of Computer and Information Technology

Usability and User Satisfaction of Segmented Animation Courseware with Linear Program-Controlled Feature

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