Technion – Israel Institute of Technology
Ort Braude College
A haron Gero & Wishah Zoabi

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 A central topic taught in electrical engineering is the structure and principle of operation of electronic devices
 Two-year college students often face great difficulty when studying this subject due to its complexity
(Karmalkar, 1999)
 A previous study
(Gero, Zoabi, & Sabag, 2012) indicated
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Significant gap between the achievements of students studying the topic of the BJT through computer animation and those of their peers who studied it using static diagrams
The gap, in favor of the first group, was accompanied by a large effect size
 The current study examined whether animation based learning has an effect on students’ achievements in the case of the FET

 Static hypothesis
(Mayer et al., 2005)
Better learning is achieved by using written text and static diagrams
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Static tools reduce the cognitive load imposed on the learner by presenting only the key stages of the process learned
 Dynamic hypothesis
(Rieber, 2009)
Better learning is achieved by using animations
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Animation reduces the cognitive load imposed on the learner by presenting the dynamic picture necessary to understand the process learned
Animation creates interest leading to high levels of motivation
 Studies have not produced any conclusive results indicating the advantages of one approach over another
(Hegarty et al., 2003)

 Developed by the multimedia group of the University of Cambridge –
Department of Engineering
 Qualitatively describes the processes occurring in the FET
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JFET
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MOSFET
 Presented by the teacher accompanied by his explanations

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What are the achievements of students studying the topic of the
FET through animation, compared to those of their peers who studied the subject using static diagrams?
What are students’ attitudes towards animation based learning on the subject of the FET?

 Participants
40 electronics students in a leading two-year college in Israel
 Methods
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Quantitative
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Students were randomly assigned into two groups
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Experimental group (N = 20)
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Control group (N = 20)
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Members of each group were examined in an identical preliminary achievement test on the subject of the diode (Pretest)

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The experimental group learned the structure and principle of operation of the FET through animation, while the control group learned the same contents, for the same number of hours and by the same teacher, using static diagrams drawn on the blackboard
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Members of each group were examined in an identical final achievement test on the subject of the FET (Posttest)
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Qualitative
Semi-structured interviews (experimental group)

 Instruments
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Tests were validated by two experts from the field of education in electrical engineering
Tests did not include the name of the examinee but rather only his identification number
Tests were graded in random order using a rubric

Group N
M SD
Pretest t
Experimental 20 79.90
22.32
0.61
Control 20 83.70
15.28
p-value n.s.
M SD
Posttest t p-value
85.50
11.39
3.85
60.90
25.45
<0.001
A significant gap in favor of the experimental group
Very large effect size (Cohen’s d = 1.25)

 Cognitive component: Animation enhances understanding
The animation helped me understand how the devices work... In my opinion, a major strength of the course is the animation…
 Affective component: Animation creates interest
I liked the animation... Due to the animation the lesson was interesting…

 Conclusions
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The achievements of students studying the topic of the FET through computer animation were significantly higher than those of their peers who studied the same subject using static diagrams
The effect size was very large
This gap can be attributed to findings, according to which animation enhances understanding and creates interest
 Limitations
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Small sample
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Unconscious bias in favor of the experimental group (Rosenthal, 1966)
Novelty effect (Clark, 1983)