Effects of interactive animation on learning performance in a static equilibrium topic of university Physics for freshmen with different levels of prior knowledge

Shu-Yui Bai^a,b, Chiung-Hui Chiu^a

 

^aGraduate Institute of Information and Computer Education, National Taiwan Normal University

No.162, Sec.1, Ho-ping E. Rd., Taipei City, Taiwan

886-2-77343916, {80508005E, cchui}@ntnu.edu.tw

^bCenter for General Education, National Taiwan University of Science and Technology

No.43, Sec.4, Keelung Rd., Taipei City, Taiwan

886-2-27333141, kellybai@mail.ntust.edu.tw

 

Abstract: 

As the mobile technology has advanced in recent years, the penetration rate of smart phones on college campus has reached one hundred percent. This study features a university Physics curriculum integrating the inquiry-based learning with the use of learners’ smart phones. The purpose is to investigate the effects of interactive animation on learning performance in a static equilibrium topic of Physics class for freshmen with different levels of prior knowledge. A quasi-experiment design is employed. The participants are freshmen from one university in Taipei City of Taiwan, with an effective sample size of 64. A one-way ANCOVA statistical analysis is administered to evaluate the learning performance. The results show that learners using their own smart phones to interact with the animation lectures outperform their counter group, based on the assistance of the in-time and constructive support.

 

Keywords: 

inquiry-based learning, interactive learning, animation, university Physics

pages: 

391-394

DOI: 

https://doi.org/10.35745/ecei2019v2.100

Year: 

2019

Published in: 

2nd Eurasian Conference on Educational Innovation 2019

Full paper download: 

391-394.pdf