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Use of colour and interactive animation in learning 3D vectors.

Article Excerpt
This study investigated the effects of two computer-implemented techniques (colour and interactive animation) on learning 3D vectors. The participants were 43 female Saudi Arabian high school students. They were pre-tested on 3D vectors using a paper questionnaire that consisted of calculation and visualization types of questions. The students were then divided into four groups. Each group was allocated to a different version of software for learning 3D vectors. The versions differed in their use of colour/greyscale and static images/interactive animation. After the participants used the software, a post-test was administered. All students improved their overall test scores, with no significant difference between the groups. However, test scores on the visualization questions differed noticeably, with the groups viewing animated versions scoring higher than the groups seeing static versions.

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INTRODUCTION

As computers have moved from laboratories to classrooms and homes, much research has done to investigate how useful they can be for educational purposes. Since computer software can be a potent tool, it is important to study which techniques are best in order to exploit the contributions that computers can make to the learning experience. In particular, computers can be used for a variety of multimedia techniques, and it is important to characterize the circumstances of their successful use.

Early research compared graphics to text-only instruction. For example, Pressley (1977) found that graphics increased the amount learned by children, and Alesandirini (1984) found that the same is true for adults. There has been less research into the use of animation, because the skills and equipment required were scarce in the early days of computers. Fortunately, today animation can be more easily created using inexpensive user-friendly software that is available for this purpose.

Baek and Layne (1988) compared the learning experiences of text only, text plus graphics, and text plus animation. The animation group required less study time...

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