Investigating the effectiveness of animations in exploring learning a case study in a Chemical Engineering course

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dc.contributor.advisorCase, Jenniferen_ZA
dc.contributor.advisorSmith, Leonarden_ZA
dc.contributor.authorMa, Karenen_ZA
dc.date.accessioned2014-12-30T19:46:41Z
dc.date.available2014-12-30T19:46:41Z
dc.date.issued2012en_ZA
dc.descriptionIncludes abstract.en_ZA
dc.descriptionIncludes bibliographical references.en_ZA
dc.description.abstractUsing technology in the classroom environment has become increasingly popular among educators. One way of employing technology is using instructional animations to teach concepts, favoured owing to their ability to depict changes in object over time. Animations are commonly believed to increase motivation and foster learning, but there is little empirical evidence for this belief. Some researchers have found that animations can be effective; others, however, show that animations have the same effect as a combination of static pictures and text. Some have even showed that animations could actually have negative effects on student learning. A lecturer at the University of Cape Town had planned to use animations in his third year undergraduate Chemical Engineering Course in Reactor Design. This became the context for the present study which investigated the effectiveness of these animations for promoting conceptual understanding as well as exploring students' perspective on learning from animations as well as students' enjoyment level. A quasi-experimental case study was conducted over four topics in Reactor Design and one topic was repeated. Each investigation was on one topic, and in each investigation, the Reactor Design class was split so that the student either attended a traditional lecture or an animation lecture. The two groups of students were used to compare the impact of animations on student learning.en_ZA
dc.identifier.apacitationMa, K. (2012). <i>Investigating the effectiveness of animations in exploring learning a case study in a Chemical Engineering course</i>. (Thesis). University of Cape Town ,Faculty of Engineering & the Built Environment ,Department of Chemical Engineering. Retrieved from http://hdl.handle.net/11427/10614en_ZA
dc.identifier.chicagocitationMa, Karen. <i>"Investigating the effectiveness of animations in exploring learning a case study in a Chemical Engineering course."</i> Thesis., University of Cape Town ,Faculty of Engineering & the Built Environment ,Department of Chemical Engineering, 2012. http://hdl.handle.net/11427/10614en_ZA
dc.identifier.citationMa, K. 2012. Investigating the effectiveness of animations in exploring learning a case study in a Chemical Engineering course. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Ma, Karen AB - Using technology in the classroom environment has become increasingly popular among educators. One way of employing technology is using instructional animations to teach concepts, favoured owing to their ability to depict changes in object over time. Animations are commonly believed to increase motivation and foster learning, but there is little empirical evidence for this belief. Some researchers have found that animations can be effective; others, however, show that animations have the same effect as a combination of static pictures and text. Some have even showed that animations could actually have negative effects on student learning. A lecturer at the University of Cape Town had planned to use animations in his third year undergraduate Chemical Engineering Course in Reactor Design. This became the context for the present study which investigated the effectiveness of these animations for promoting conceptual understanding as well as exploring students' perspective on learning from animations as well as students' enjoyment level. A quasi-experimental case study was conducted over four topics in Reactor Design and one topic was repeated. Each investigation was on one topic, and in each investigation, the Reactor Design class was split so that the student either attended a traditional lecture or an animation lecture. The two groups of students were used to compare the impact of animations on student learning. DA - 2012 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2012 T1 - Investigating the effectiveness of animations in exploring learning a case study in a Chemical Engineering course TI - Investigating the effectiveness of animations in exploring learning a case study in a Chemical Engineering course UR - http://hdl.handle.net/11427/10614 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/10614
dc.identifier.vancouvercitationMa K. Investigating the effectiveness of animations in exploring learning a case study in a Chemical Engineering course. [Thesis]. University of Cape Town ,Faculty of Engineering & the Built Environment ,Department of Chemical Engineering, 2012 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/10614en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentDepartment of Chemical Engineeringen_ZA
dc.publisher.facultyFaculty of Engineering and the Built Environment
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherChemical Engineeringen_ZA
dc.titleInvestigating the effectiveness of animations in exploring learning a case study in a Chemical Engineering courseen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMScen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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