Technion – Israel Institute of Technology
Department of Education in Technology & Science
Animation Based Learning of Electronic Devices:
Practical Engineering Student Case
A. Gero, W. Zoabi & N. Sabag
Outline
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Introduction
Theory: Animation-Based Learning
The Learning Unit
Research Questions
Methodology
Findings
Conclusions
Introduction
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A Practical Engineer occupies a position in industry that is
intermediate between the engineer and the technician.
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Practical engineering college teachers encounter difficulty when
teaching the principle of operation of the BJT due to
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The complexity of the device (Karmalkar, 1999);
Lack of adequate background among the students (Berenson & Robinson, 1983).
We developed a new learning unit
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Tailored to the students’ background;
Qualitatively describes the processes occurring in the BJT;
Based on computer animation.
Theory: Animation-Based Learning
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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 (Tversky et al., 2002).
The Learning Unit (1)
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Tailored to the students’ background.
Qualitatively describes the processes occurring in the BJT (Sedra & Smith, 2004)
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Based on computer animation, developed using Microsoft PowerPoint
in light of design principles (Kali & Linn, 2008)
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Cut-off;
Forward-active;
Saturation;
Incorporate written text in spatial proximity to the animation;
Avoid the use of excess items distracting the learner from the point.
Presented by the teacher accompanied by his explanations.
The Learning Unit (2)
Research Questions
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What are the academic achievements of students studying the
subject of the BJT through animation, compared to their colleagues
who studied the subject using static diagrams?
What are the students’ attitudes towards animation based learning
on the subject of the BJT?
Methodology (1)
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Participants
41 students who in 2011 were studying towards a practical engineering
degree in electronics at a leading college in Israel.
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Methods (Campbell & Stanley, 1963)
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The students were randomly assigned into two groups:
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An experimental group of 21 students;
A control group of 20 students.
Members of each group were examined in an identical preliminary
achievement test on the subject of the diode (Pretest).
Methodology (2)
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The experimental group learned the structure and principle of operation
of the BJT through animation, while the control group learned these
subjects 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 BJT (Posttest).
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Four semi-structured interviews with students in the experimental group
were carried out.
Methodology (3)
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Instruments
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Each test was validated by two experts from the field of education in
electrical and electronics engineering;
Each test did not include the name of the examinee but rather only his
identification number;
Each test was graded by two independent reviewers, using a rubric.
Findings (1)
Pretest
Group
N
Experimental 21
M
SD
67.95
23.54
t
0.31
Control
Posttest
20
65.80
20.30
p-value
M
SD
78.24
11.13
n.s.
66.15
t
p-value
3.37
<0.001
11.86
A significant gap of more than 12 points (out of 100) on average
Findings (2)
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The animation reduces the cognitive load imposed on the student
I think it [the animation] is very important... I'd rather learn all the other
topics and subjects with animations... It actually shows us how it works...
Unlike the explanations from the blackboard [on the subject of the
diode] "... it [an electron] goes there... and that one [other electron] is
going in this direction”. When explained in that way... I personally lose
the overall vision...
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Animation-based learning creates interest in the study material
In my opinion, the use of animation is a good method... very interesting
and convincing...
Conclusions
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The research results indicate a significant gap of more than 12
points on average between the academic achievements of students
studying the subject of the BJT through animation and the
achievements of their colleagues who studied it using static
diagrams.
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The gap can be attributed to the findings, obtained from interviews
with students, and indicating that the animation reduces the
cognitive load imposed on the student and creates interest in the
study material.