3-D Computer Animation vs. Live-Action Video: Differences in Viewers' Response to Instructional Vignettes

Autor/inn/en	Smith, Dennie; McLaughlin, Tim; Brown, Irving
Titel	3-D Computer Animation vs. Live-Action Video: Differences in Viewers' Response to Instructional Vignettes
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 12 (2012) 1, S.41-54 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-5804
Schlagwörter	Classroom Techniques; Preservice Teacher Education; Preservice Teachers; Education Courses; Instructional Material Evaluation; Vignettes; Student Behavior; Instructional Materials; Educational Technology; Instructional Design; Multimedia Materials; Video Technology; Computer Assisted Instruction; Teaching Methods; Computer Simulation; Animation; Computer Graphics; Questionnaires; Comparative Analysis; Instructional Effectiveness; Statistical Analysis + Suchen Sie Ihr Suchwort? Klassenführung; Lehramtsstudiengang; Lehrerausbildung; Fortbildungskurs; Student behaviour; Schülerverhalten; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lesson concept; Lessonplan; Unterrichtsentwurf; Computer based training; Computerunterstützter Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Computergrafik; Computersimulation; Fragebogen; Unterrichtserfolg; Statistische Analyse
Abstract	This study explored computer animation vignettes as a replacement for live-action video scenarios of classroom behavior situations previously used as an instructional resource in teacher education courses in classroom management strategies. The focus of the research was to determine if the embedded behavioral information perceived in a live-action video version of classroom management situations was the same as a 3-D computer animation version of the same content. Preservice teachers (N = 55) were randomly assigned to watch the video or an animated vignette and to complete a questionnaire. The results indicated there were no differences between the groups in identifying the critical behaviors. These findings have significant implications for the development of instructional resources and expanding learning environments to support all levels of teaching and learning. Rapidly advancing animation technology may offer multiple advantages or viable alternatives to staged actors and static content of live-action video in creating dynamic professional learning experiences. (Contains 2 tables and 2 figures.) (As Provided).
Anmerkungen	Society for Information Technology and Teacher Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: business@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10