The Effects of an Animation-Based On-Line Learning Environment on Transfer of Knowledge and on Motivation for Science and Technology Learning
Journal of Educational Computing Research Volume 40, Number 4, ISSN 0735-6331
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.)
Rosen, Y. (2009). The Effects of an Animation-Based On-Line Learning Environment on Transfer of Knowledge and on Motivation for Science and Technology Learning. Journal of Educational Computing Research, 40(4), 451-467. Retrieved March 27, 2019 from https://www.learntechlib.org/p/69494/.
Isha DeCoito, Western University, Canada; Tasha Richardson, OISE/University of Toronto, Canada
Contemporary Issues in Technology and Teacher Education Vol. 18, No. 2 (June 2018) pp. 362–378
Yigal Rosen & Rikki Rimor, Open University of Israel, Israel
Interdisciplinary Journal of E-Learning and Learning Objects Vol. 5, No. 1 (Jan 01, 2009) pp. 187–195
Yigal Rosen & Danny Livshits, Time To Know, Israel
EdMedia + Innovate Learning 2011 (Jun 27, 2011) pp. 3700–3711
Yigal Rosen, Time To Know and University of Haifa, United States
Global Learn 2011 (Mar 28, 2011) pp. 1878–1885
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