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How Animations and Live-Networked Video Links Coupled With Hands-on Building Activities Improve Student Learning By Assisting in the Creation of Clear Mental Models
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, , Teachers College Columbia University, United States

EdMedia + Innovate Learning, in Montreal, Canada ISBN 978-1-880094-56-3 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Abstract: Students viewed animations of a functioning re-circulation fish farm and made live networked video links to a telerobotic fish farm. In the classroom, students received a verbal explanation in parallel with the animations or visual explanation and were instructed to build a smaller scale re-circulation system. Students who viewed the animation and the live video link with the teacher's verbal explanation (Group 1) performed significantly better than students who viewed a still image followed by verbal instruction (Group 2). Results support the dual coding hypothesis (Paivio, 1990) that posits two kinds of connections: representational connections between verbal stimuli and verbal representations, and between visual stimuli and visual representations and referential connections between visual and verbal representations. (Mayer/Anderson 1991) Students were scored with a rubric on both their oral quiz and their diagram of the system.

Citation

McVeigh, D.P. & Black, J. (2005). How Animations and Live-Networked Video Links Coupled With Hands-on Building Activities Improve Student Learning By Assisting in the Creation of Clear Mental Models. In P. Kommers & G. Richards (Eds.), Proceedings of ED-MEDIA 2005--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 4436-4442). Montreal, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved October 22, 2019 from .

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