Effectiveness of Undergraduate-Generated Animations: Increasing Comprehension and Engagement for Neuroscience Majors and Non-Majors

Autor/inn/en	Reed, Catherine L.; Hagen, Emilia; Bukach, Cindy M.; Couperus, Jane W.
Titel	Effectiveness of Undergraduate-Generated Animations: Increasing Comprehension and Engagement for Neuroscience Majors and Non-Majors
Quelle	In: Teaching of Psychology, 49 (2022) 4, S.356-368 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Reed, Catherine L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
DOI	10.1177/00986283211023061
Schlagwörter	Neurosciences; Majors (Students); Teaching Methods; Animation; Illustrations; Brain Hemisphere Functions; Scientific Concepts; Student Interests; Undergraduate Students; Feedback (Response); Student Characteristics; Audiences; Instructional Effectiveness; Distance Education; Case Studies; College Faculty; Teacher Attitudes; Student Attitudes; Learning Processes; Nonmajors; Introductory Courses; Psychology; Educational Technology; Diagnostic Tests + Suchen Sie Ihr Suchwort? Neuroscience; Neurowissenschaften; Neurowissenschaft; Teaching method; Lehrmethode; Unterrichtsmethode; Bildliche Darstellung; Studieninteresse; Spectator; Zuschauer; Unterrichtserfolg; Distance study; Distance learning; Fernunterricht; Case study; Fallstudie; Case Study; Fakultät; Lehrerverhalten; Schülerverhalten; Learning process; Lernprozess; Einführungskurs; Psychologie; Unterrichtsmedien; Diagnostic test; Diagnostischer Test
Abstract	Background: Animations of scientific concepts may improve comprehension by explaining and visualizing the steps of complex processes, but unless they engage student interest in meaningful ways, their effectiveness as teaching tools is limited. We achieve this through a novel approach to animation design that includes the target audience (undergraduates) so that the resultant animations align with their learner characteristics. Objective: This case study investigated whether undergraduate-generated animations were more effective educational tools than informationally equivalent text-and-illustration presentations and whether learners' background influenced the relative benefits of animations. Method: Incorporating feedback from faculty and undergraduates, we created animations and text-plus-illustration content to explain how neural signals are generated and measured by scalp electrodes. Neuroscience majors and non-majors were presented with either animations or static presentations followed by comprehension and engagement assessments. Results: Both groups showed comprehension and engagement benefits for animations. Although majors showed better overall comprehension, animations improved comprehension for non-majors over static presentations. Conclusion: When educational content is directed for a target audience, animations can be more effective teaching tools for a broader student audience. Teaching Implications: The relevance of online tools for remote instruction makes animations, developed for and by undergraduates, important tools for effectively introducing difficult content. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01