Effectiveness of Dynamic Visualisation in Video-based Animated Algebra Instruction

Abstract

Findings indicate that learning biologically secondary abilities, such as algebra, can be supported by using dynamic visualisation, and by referring to biologically primary abilities, such as bodily motions. By taking on a metaphorical approach, we conducted an investigation towards the effectiveness of algebra instruction by virtue of video-based animation. In two distinct experimental settings, we provided in total 161 secondary education students a short video-based animated instruction of elementary algebraic operations, following the so-called object collection metaphor. Individuals were assigned to one of three conditions, containing a video with static visualisation (control), dynamic visualisation (dynamic) or dynamic visualisation using bodily motion (embodied). To determine a change in the level of comprehension prior to and after the intervention, a pre- and post-test was administered. Over two different settings, no significant difference (F(2, 128) = 0.459, p = 0.633 and F(2, 88) = 0.238, p = 0.789) between conditions was found. In the first setting, a small effect (d = 0.15, d = 0.20) was found for the dynamic and embodied condition, and in the second setting no effect (d = 0.01) was found for the dynamic condition and an adverse effect (d = −0.14) for the embodied condition. Results suggest that an extensive approach is needed to establish a connection between a biological secondary ability and bodily motions, by means of a metaphorical approach. Possible limitations in relation to this outcome, and recommendations for future research are discussed.