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Background: Animations of scientific concepts may improve comprehension by explaining and visualizing the steps of complex processes, but unless they engage student interest in meaningful ways, their effectiveness as teaching tools is limited. We achieve this through a novel approach to animation design that includes the target audience (undergraduates) so that the resultant animations align with their learner characteristics. Objective: This case study investigated whether undergraduate-generated animations were more effective educational tools than informationally equivalent text-and-illustration presentations and whether learners’ background influenced the relative benefits of animations. Method: Incorporating feedback from faculty and undergraduates, we created animations and text-plus-illustration content to explain how neural signals are generated and measured by scalp electrodes. Neuroscience majors and non-majors were presented with either animations or static presentations followed by comprehension and engagement assessments. Results: Both groups showed comprehension and engagement benefits for animations. Although majors showed better overall comprehension, animations improved comprehension for non-majors over static presentations. Conclusion: When educational content is directed for a target audience, animations can be more effective teaching tools for a broader student audience. Teaching Implications: The relevance of online tools for remote instruction makes animations, developed for and by undergraduates, important tools for effectively introducing difficult content.
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A Distributed‐by‐Design Approach to Supporting Collaborative Learning with Dynamic Mathematics Software
Fostering productive groupwork is a goal for many educators, but it can be difficult to implement effectively in mathematics classrooms. We have developed an approach, and a corresponding set of new tools, intended to support student participation in mathematically rich collaborative learning activities. This paper provides an overview of this 'Distributed by Design' approach. We elaborate key principles by illustrating three variations, in which we alternately distribute distinct but interdependent mathematical objects, views, or tools to each student in a cooperative group, and ask participants to coordinate those elements in completing a shared task. This approach is implemented with our MathNet software.
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- Award ID(s):
- 1652372
- PAR ID:
- 10112441
- Date Published:
- Journal Name:
- Educational designer
- Volume:
- 3
- Issue:
- 12
- ISSN:
- 1759-1325
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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