The Effects of an Animation-Based On-Line Learning Environment on Transfer of Knowledge and on Motivation for Science and Technology Learning

Autor/in	Rosen, Yigal
Titel	The Effects of an Animation-Based On-Line Learning Environment on Transfer of Knowledge and on Motivation for Science and Technology Learning
Quelle	In: Journal of Educational Computing Research, 40 (2009) 4, S.451-467 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
Schlagwörter	Experimental Groups; Animation; Learning Motivation; Foreign Countries; Grade 7; Teaching Methods; Grade 5; Transfer of Training; Science Instruction; Technology; Student Attitudes; Computer Software; Educational Technology; Instructional Effectiveness; Israel + Suchen Sie Ihr Suchwort? Motivation for studies; Lernmotivation; Ausland; School year 07; 7. Schuljahr; Schuljahr 07; Teaching method; Lehrmethode; Unterrichtsmethode; School year 05; 5. Schuljahr; Schuljahr 05; Training; Transfer; Ausbildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Technologie; Schülerverhalten; Unterrichtsmedien; Unterrichtserfolg
Abstract	The study described here is among the first of its kind to investigate systematically the effect of learning with integrated animations on transfer of knowledge and on motivation to learn science and technology. Four hundred eighteen 5th and 7th grade students across Israel participated in a study. Students in the experimental group participated at least once a week in science and technology lessons that integrated the animation environment. The experiment was continued for 2 to 3 months. The findings showed a significant impact of animation-based on-line learning environment on transfer of knowledge and on learning motivation. Additionally, the findings showed that students changed their perception of science and technology learning as a result of teaching and learning with integrated animations. Students perceived themselves as playing a more central role in classroom interactions, felt greater interest in learning, and emphasized more the use of technology and experiments during lessons. (Contains 7 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10