| dc.creator |
Ahmad Zamzuri Mohamad Ali |
|
| dc.creator |
Ahmad Rizal Madar |
|
| dc.date |
2011-10-01T00:00:00Z |
|
| dc.date.accessioned |
2015-08-12T11:16:57Z |
|
| dc.date.available |
2015-08-12T11:16:57Z |
|
| dc.identifier |
2229-8932 |
|
| dc.identifier |
https://doaj.org/article/a1d74d19b17846f5a6d8f7cbbebb2c6f |
|
| dc.identifier.uri |
http://evidence.thinkportal.org/handle/123456789/25983 |
|
| dc.description |
<p align="justify">The aim of this study was to investigate the effects of segmented-animation, playpause- animation and continuous-animation in facilitating learning of low prior knowledge learners. A courseware prototype entitled Transmission Media was developed for the research purpose. The courseware contains nine animations on various topics in Transmission Media. Pre-test and post-test experimental design was employed on three different groups respectively. The data collected were analyzed statistically by using one-way between-groups ANOVA with post-hoc comparisons. Apparently, the result suggests that segmented-animation was significantly more effective than play-pause-animation and continuous-animation in enhancing students’ learning performance. The result indicates that segmented-animation was beneficial for students in conducting adequate cognitive processes of the information depicted in the animation. Furthermore, the result shows that allowing students to decide the segmentation in play-pause-animation condition does not necessarily promotes better learning. This was due to low prior knowledge students’ inability in deciding the appropriate stop points in animation and/or play-pause-replay button design that might causes split attention effect resulting extraneous cognitive load throughout the learning process.</p> |
|
| dc.language |
English |
|
| dc.publisher |
Universiti Tun Hussein Onn Malaysia |
|
| dc.relation |
http://penerbit.uthm.edu.my/ojs/index.php/JTET/article/view/300 |
|
| dc.relation |
https://doaj.org/toc/2229-8932 |
|
| dc.rights |
CC BY |
|
| dc.source |
Journal of Technical Education and Training, Vol 2, Iss 2 (2011) |
|
| dc.subject |
Cognition |
|
| dc.subject |
continuous-animation |
|
| dc.subject |
interactivity |
|
| dc.subject |
mental model |
|
| dc.subject |
play-pauseanimation |
|
| dc.subject |
segmented-animation |
|
| dc.subject |
Special aspects of education |
|
| dc.subject |
LC8-6691 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Special aspects of education |
|
| dc.subject |
LC8-6691 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Special aspects of education |
|
| dc.subject |
LC8-6691 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Special aspects of education |
|
| dc.subject |
LC8-6691 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Special aspects of education |
|
| dc.subject |
LC8-6691 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.title |
EFFECTS OF SEGMENTATION OF INSTRUCTIONAL ANIMATION IN FACILITATING LEARNING |
|
| dc.type |
article |
|