TEACHING SCIENCE VIA ANIMATED MOVIES:
ITS EFFECT ON STUDENTS' LEARNING
OUTCOMES AND MOTIVATION
MIRI BARAK, TAMAR ASHKAR, YEHUDIT DORI
THE DEPARTMENT OF EDUCATION IN SCIENCE AND TECHNOLOGY
TECHNION
INTRODUCTION

The development of Java, Flash, and other web-based
applications allow teachers and educators, nowadays,
to present complex animations (Flemming, Hart, & Savage, 2000).

Some studies that investigated the use of animations in the classroom
found that the learning process improved (Najjar, 1998; Rieber, 2002;
Rosen,2009).

However, some researchers claim that since animations are in most
cases a simplified version of a phenomenon, they might evoke
misconceptions (Mayer, Heiser & Lonn, 2001).

Animations may hinder meaningful learning by preventing students
from using their imagination in creating their own mental models
(Schnotz & Rasch, 2005).
RESEARCH GOAL
Examine the effect of teaching via animated movies on
students’ learning outcomes with emphasis on achievements
and motivation to learn science.
RESEARCH QUESTIONS:
Does and to what extent learning via BrainPop animated
movies affect students‘:
a) Thinking skills: understanding, implementation, and reasoning?
b) Motivation to learn science?
c) Grades in science in their report card?
RESEARCH METHODOLOGY

The research was based on the quantitative methodology
using the pre- post- experimental design (Campbell & Stanley
1963; Kerlinger, 1973).

The teaching/learning method (the integration of animations)
was the independent variable,

The dependant variables were students' :

thinking skills;

motivation to learn science;

overall achievement in science.
Our study included two questionnaires:
a. Science thinking skills and b. Motivation to learn science.
RESEARCH TOOLS
Science Thinking Skills:
Knowledge, Understanding and
Implementation
RESEARCH TOOLS
Science Thinking Skills:
Reasoning/Explanations
RESEARCH TOOLS
Motivation to learn
science
RESEARCH SETTINGS
A.
B.
C.
D.
E.
A pilot study was conducted in order to establish the research
tools' reliability and validity.
The experimental teachers received a two-hour workshop and
personal guidance throughout the year.
Pre questionnaires were administered at the beginning of the
academic year
The animated movies were presented to the students at least
once a week, about one animation for each topic taught in class.
The animated movies were used as follows:
The teachers demonstrated them in the classroom,

Students viewed them on their own or in pairs in computer clusters,

Students viewed them at home as part of their homework.
The animated movies were used to provoke class discussions or to
summarize a topic.

F.
Post questionnaires were administered at the end of the year.
BRAINPOP ANIMATED MOVIES
BrainPop website provides three to five
minutes animated movies.
 Each movie includes animated characters who lead users
through educational activities.
 The animated movies provide curriculum-based content
that is aligned with the Israeli national science education
standards.
 The teachers' section contains lesson plans and ideas for
using BrainPop in the classroom, including interactive
quizzes and experiments.

RESEARCH POPULATION
Illustration Photo

Experimental group - 926 students from five elementary
schools (4th graders: N=435 and 5th graders: N=491).

Control group - 409 students from two elementary schools
(4th graders: N=206 and 5th graders: N= 203).

Gender distribution was close to even (50.3% girls).

11.3% declared that their parents' occupation involves a
scientific field (medical doctors, scientists, engineers etc.).

12.8% participate in extracurricular activities in science.
Pearson Chi-Square test indicated no statistically significant
differences between the research groups
RESULTS - THE EFFECT OF ANIMATED MOVIES
ON STUDENTS' THINKING SKILLS
Research group
Program
Experimental
Pre-questionnaire
Post-questionnaire
N Mean
Std.
Mean
Std.
(0-100)
Deviation (0-100) Deviation
926
55.76
17.70
70.34
F
21.78
p<
0.001
127.50
Parents
occupation
Control
Girls
Boys
4th grade
5th grade
Science
Other
409
663
655
641
694
137
107
7
49.24
53.16
54.84
55.00
52.76
56.67
53.32
18.81
18.18
18.22
17.78
18.65
15.21
18.57
55.17
66.31
65.54
66.95
65.01
66.08
65.95
19.54
22.26
22.36
21.54
23.00
23.50
22.18
Extracurricula
r activities
Science
Other
156
105
2
56.00
53.21
18.94
18.14
69.07
65.36
21.87
22.33
Gender
Class
0.76
NS
1.51
NS
0.06
NS
2.80
NS
Students' gain in 'science thinking skills' is explained only by their
participation in the BrainPop program
RESULTS - STUDENTS' EXPLANATIONS, DIVIDED
BY THREE LEVELS
Concept
Wind
A seed
Gold
Correct explanation
Partial explanation Incorrect explan.
Scientific data and a solid
rational
Incomplete or partial
scientific data
It's inanimate since it
cannot reproduce,
grow, or breathe.
It's a living organism
since it needs water,
can breathe and
reproduce.
Although it has relative
high conductivity, this
metal is not good for
producing electrical
wires since it is too
expensive.
It's inanimate since
the wind does not
grow.
It's a living organism
because it can
reproduce.
It's a living
organism since it
moves.
It's inanimate
because it does
not move.
This metal is not
good for producing
electrical wires since
they are made from
copper.
Gold is good for
producing
electrical wires
since it is made
from metal.
Incorrect answer or
irrelevant details
RESULTS - THE EFFECT OF ANIMATED MOVIES ON
STUDENTS' MOTIVATION TO LEARN SCIENCE
Pre-questionnaire
Research
group
Mean (1Std.
to-5)
Deviation
Post-questionnaire
Mean
(1-to-5)
Std.
Deviation
F
p<
Category
Experimental
Self-efficacy
Interest and
enjoyment
Connection to
daily leaving
Importance to the
student
General
Motivation
18.16 0.001
3.20
1.04
3.67
0.97
Control
Experimental
3.07
0.88
3.40
3.76
1.29
4.15
0.95
0.98
38.03 0.001
Control
Experimental
3.45
1.06
3.69
3.17
1.04
3.79
1.08
0.90
35.50 0.001
Control
Experimental
2.92
0.87
3.39
3.65
1.10
4.14
0.94
0.86
73.87 0.001
Control
Experimental
3.27
1.01
3.60
3.44
0.99
3.94
0.91
0.78
53.48 0.001
Control
3.18
0.76
3.52
0.78
Experimental group students expressed significantly higher motivation in all categories
RESULTS - CORRELATION BETWEEN STUDENTS'
MOTIVATION AND THEIR THINKING SKILLS ENHANCEMENT
Research
group
Variable
N
Net gain
Mean
Std.
Deviation
r
p<
Experimental
Motivation
Thinking skills
920
887
0.56
14.82
1.13
26.46
0.21
0.001
Control
Motivation
Thinking skills
377
373
0.37
5.57
0.94
25.80
0.13
0.05
All students developed their scientific understanding, parallel to developing
positive motivation toward science learning.
However, the two variables (motivation and thinking skills) in the experimental
group was almost twice as high compared to the control group.
RESULTS - THE EFFECT OF ANIMATED MOVIES
ON STUDENTS' GRADES IN SCIENCE
The students that used animation as part of their science learning
received higher grades in their report card at 90% significance
(F(1, 314)=2.74, p=0.09).
SUMMARY AND RECOMMENDATIONS
1. Students who experienced the use of BrainPop animated
movies as part of their science learning developed thinking
skills, such as: understanding and implementation.
2. Both 4th and 5th grade students from the experimental group
showed better reasoning ability than their peers in the
control group.
3. However, this difference was statistically
significant only among 4th grade students.
SUMMARY
5. Fourth and fifth grade students who used BrainPop
animated movies developed higher motivation to study
science, compared to students who studied science in a
traditional way.
6. Students who studied science with BrainPop animated
movies showed a higher correlation between motivation
and thinking skills compared to their control peers.
7. Integration of BrainPop activities as part of the science
learning helped the experimental students to gain relatively
higher grades in science in their report-card compared to
students who studied science in a traditional way.
RECOMMENDATIONS
Encouraging teachers from both science and other
disciplines (such as: English, Bible, Literature etc.) to
integrate the use of animated movies, more frequently.
 Conducting teachers' training seminars within the
schools or in teacher development centers,
 Creating more animated movies for elder users, such as
high school and university students.
 Using BrainPop website as a platform for creating
communities of learners among both teachers
and students in Israel and around the world.

THANK YOU FOR YOUR ATTENTION
MIRI BARAK, TAMAR ASHKAR, YEHUDIT DORI
BMIRIAM@TECHNION.AC.IL
THE DEPARTMENT OF EDUCATION IN SCIENCE AND TECHNOLOGY
TECHNION