Presents an augmentation of a classical electrochemical demonstration that addresses the learning styles of the students and teaches electrochemistry in a concrete manner. Enables each student to see each event clearly, repeatedly, or in stop-action mode and enables students to improve their own mental models by providing them with a visually…

Four categories (language arts, social issues, animation, music) of videos suitable for classroom use are reviewed in this article, which includes a list of video distributors. (IAH)

Provides a summary of research on the effectiveness of animation in computer-assisted learning, suggests guidelines and strategies for implementing animation for specific materials in both educational and training environments to assist instructional designers and developers, and includes examples for the strategies. (Contains 17 references.) (LRW)

Investigates whether viewing computer animations representing the process of diffusion and osmosis affects students' conceptions. Discusses the difficulties of implementing computer animations in the classroom. (Contains 27 references.) (YDS)

A study of 364 fifth graders investigated distractibility of animated graphics in a computer-based tutorial about Newton's Laws of Motion. Found no difference in post-test performance for those with high, medium, or no distraction graphics. Students in the two distraction conditions took less time to process instructional frames than students in…

Two experiments explored the integration of animated agents into multimedia environments in the context of R. E. Mayer's (2001) cognitive theory of multimedia learning. The spoken-narration-only condition outperformed other conditions, with no differences between printed text and printed text with spoken narration. (Author)

Just upstairs from an exhibit on African culture at the American Museum of Natural History, Robert V. Steiner sits in front of his laptop computer and clicks on an "interactive animation" that illustrates the concept of frames of reference. On the screen, a glowing basketball bounces up and down against a black background. After watching…

Coordination class theory is used to explain college students' judgments about animated depictions of moving objects. diSessa's coordination class theory models a "concept" as a complex knowledge system that can reliably determine a particular type of information in widely varying situations. In the experiment described here, fifty individually…

This new WebWare combines instructional text and Jmol interactive, animated illustrations that help students visualize the mechanism. It is concluded that by animating the fluxional behavior of a simple model for chiral metal catalyst Sn(amidinate)[subscript 2], in which axial/equatorial exchange within the amidinate rings occurs through a Berry…

E-learning materials often have a linear design where all learners are forced into a single-mode pedagogy, which is contrary to the interaction that occurs in face-to-face learning. Ideally, e-learning materials should be nonlinear, interactive, contain context-sensitive and active learning elements, and accommodate various learning levels and…

This special book and DVD set includes 13 of Aboriginal Nations' award-winning animated short films and a guide to using them in a diverse range of early childhood settings. Dreaming Stories are important parts of Aboriginal and Torres Strait Islander peoples' cultural heritage, and invaluable sources of knowledge and wisdom for everyone. In early…

The growing concern of teachers to improve their theoretical classes together with the revolution in content and methods brought about by the New Information Technologies combine to offer students a new more attractive, efficient and agreeable form of learning. The case of Descriptive Geometry (DG) is particularly special, since the main purpose…

Two experiments investigating the benefit of computer-based applications in geography education are presented. The computer-based methods employ concepts of visualization, including animation and interactivity, to facilitate active learning. These computer-based methods are compared with physical (i.e. tangible) models, which themselves can be…

The purpose of this experimental study was to compare the effects of different types of computer-generated visuals (static versus animated) and advance organizers (descriptive versus question) in enhancing comprehension and retention of a content-based lesson for learning English as a Foreign Language (EFL). Additionally, the study investigated…

This study has been carried out in order to determine the effect of computer animations in teaching acid and base topics in science and technology courses on the academic success of the primary school students and the opinions of students related to teaching with the animations. This research was conducted by the participation of 55 students from…