Impact of animation on assessment of conceptual understanding in physics

dc.creator	Robert Beichner
dc.creator	Melissa H. Dancy
dc.date	2006-03-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:13:14Z
dc.date.available	2015-07-20T22:13:14Z
dc.identifier	1554-9178
dc.identifier	https://doaj.org/article/d7138f2f68704e659150ffcff6e1d63e
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/15862
dc.description	This study investigates the effect of computer animation on assessment and the conditions under which animation may improve or hinder assessment of conceptual understanding in physics. An instrument was developed by replacing static pictures and descriptions of motion with computer animations on the Force Concept Inventory, a commonly used pencil and paper test. Both quantitative and qualitative data were collected. The animated and static versions of the test were given to students and the results were statistically analyzed. Think-aloud interviews were also conducted to provide additional insight into the statistical findings. We found that good verbal skills tended to increase performance on the static version but not on the animated version of the test. In general, students had a better understanding of the intent of the question when viewing an animation and gave an answer that was more indicative of their actual understanding, as reflected in separate interviews. In some situations this led students to the correct answer and in others it did not. Overall, we found that animation can improve assessment under some conditions by increasing the validity of the instrument.
dc.language	English
dc.publisher	American Physical Society
dc.relation	http://link.aps.org/abstract/PRSTPER/v2/e010104
dc.relation	https://doaj.org/toc/1554-9178
dc.source	Physical Review Special Topics. Physics Education Research, Vol 2, Iss 1 (2006)
dc.subject	Computer animation
dc.subject	Think-aloud interviews
dc.subject	Assessment of conceptual understanding
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Impact of animation on assessment of conceptual understanding in physics
dc.type	article