The Use of Instructional Animations in a College Algebra Course: Can it Facilitate Learning of Concepts and Skill Development?
Alicia Serfaty de Markus, Miami Dade College, United States
JCMST Volume 37, Number 2, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
This quasi-treatment study, using a non-equivalent group design, explored how a set of animations related to various concepts in algebra impacted student’s ability to learn as measured by changes in quiz and test scores. The concepts that were investigated were addition and subtraction of rational expressions, solving equations involving rational expressions, and solving equations involving logarithms and exponential expressions. A secondary analysis assessed the relation on student attainment levels with self-efficacy instruments. Study participants were students enrolled in a College Algebra course that attended a community college that serves a predominantly minority population. Using a comparison group that only received traditional instruction, results showed a beneficial effect on learning for those animations designed in accordance with the principles of multimedia instruction and cognitive load theories. For all of the cases investigated the self-efficacy instruments tracked correctly the performance results, whether improvement was achieved or not.
Serfaty de Markus, A. (2018). The Use of Instructional Animations in a College Algebra Course: Can it Facilitate Learning of Concepts and Skill Development?. Journal of Computers in Mathematics and Science Teaching, 37(2), 155-185. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 15, 2018 from https://www.learntechlib.org/primary/p/180499/.
© 2018 Association for the Advancement of Computing in Education (AACE)
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