3D Visualization Types in Multimedia Applications for Science Learning: A Case Study for 8th Grade Students in Greece

Autor/inn/en	Korakakis, G.; Pavlatou, E. A.; Palyvos, J. A.; Spyrellis, N.
Titel	3D Visualization Types in Multimedia Applications for Science Learning: A Case Study for 8th Grade Students in Greece
Quelle	In: Computers & Education, 52 (2009) 2, S.390-401 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2008.09.011
Schlagwörter	Animation; Foreign Countries; Grade 8; Case Studies; Science Instruction; Student Motivation; Learner Engagement; Computer Assisted Instruction; Computer Software; Educational Technology; Technology Integration; Multimedia Materials; Difficulty Level; Cognitive Processes; Visual Aids; Greece + Suchen Sie Ihr Suchwort? Ausland; School year 08; 8. Schuljahr; Schuljahr 08; Case study; Fallstudie; Case Study; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schulische Motivation; Computer based training; Computerunterstützter Unterricht; Unterrichtsmedien; Schwierigkeitsgrad; Cognitive process; Kognitiver Prozess; Anschauungsmaterial; Griechenland
Abstract	This research aims to determine whether the use of specific types of visualization (3D illustration, 3D animation, and interactive 3D animation) combined with narration and text, contributes to the learning process of 13- and 14- years-old students in science courses. The study was carried out with 212 8th grade students in Greece. This exploratory study utilizes three different versions of an interactive multimedia application called "Methods of separation of mixtures", each one differing from the other two in a type of visuals. The results indicate that multimedia applications with interactive 3D animations as well as with 3D animations do in fact increase the interest of students and make the material more appealing to them. The findings also suggest that the most obvious and essential benefit of static visuals (3D illustrations) is that they leave the time control of learning to the students and decrease the cognitive load. (Contains 2 tables and 10 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10