Animations in Physics Learning
Patric Dahlqvist, Stockholm University/KTH
International Conference on Mathematics / Science Education and Technology, Publisher: Association for the Advancement of Computing in Education (AACE)
The study reported on in this paper investigates the effects of different presentation formats on learning an important principle in classical mechanics (the principle of equivalence). The presentation formats were abstract (classical vector representation), analogue (a more experience based illustration) and animated analogue. The study was conducted (N = 55) at the department of physics, Stockholm University. Analyses indicate that animations do not facilitate learning in this case. An interesting observation is that the analogue and animated groups performed better than the abstract group on the analogue problems. But the abstract group did not outperform the other groups on the abstract problems. A tentative interpretation is that it is easier to move from an analogue representation to an abstract than vice versa. Another interpretation is that it may be the case that the students in the concrete conditions expended more effort into applying an abstract thinking on their concrete memory image.
Dahlqvist, P. (2000). Animations in Physics Learning. In Proceedings of International Conference on Mathematics / Science Education and Technology 2000 (pp. 133-138). Association for the Advancement of Computing in Education (AACE).
© 2000 Association for the Advancement of Computing in Education (AACE)