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dc.rights.licenseCC-BY-NC-ND
dc.contributor.advisorBos, R.
dc.contributor.authorOosterwijk, Rick
dc.date.accessioned2022-02-04T00:00:27Z
dc.date.available2022-02-04T00:00:27Z
dc.date.issued2022
dc.identifier.urihttps://studenttheses.uu.nl/handle/20.500.12932/465
dc.description.abstractResearch remains inconclusive as to what extent dynamic animations contribute to an effective educational video, especially in the context of mathematics and physics. This study investigated whether and why dynamic animation of algebra is beneficial for grasping topics that hold both an algebraic and a conceptual challenge. The question was whether video-design based on conceptual metaphor theory and embodied cognition can improve understanding of both algebraic manipulations and physical concepts for such topics. In a quantitative experiment 38 bachelor students in chemistry or molecular life sciences watched a designed video about time dilation in which the involved algebra was animated in either a static way, a dynamic way, or with animated hands dynamically performing the manipulations. We investigated cognitive load as a possible explanatory factor for the effects of these different conditions. Analyses of the posttest scores showed significantly higher understanding of the physical concepts in the embodied dynamic condition compared to the dynamic condition. For algebra scores as well as cognitive load no significant differences between the conditions were found.
dc.description.sponsorshipUtrecht University
dc.language.isoEN
dc.subjectThis study investigated the effects of static versus dynamic and embodied dynamic animation of algebra on learning outcomes for topics that are both algebraically as well as conceptually challenging. The aim was to, through a quantitative experiment using designed animation videos about the concept of time dilation, determine whether and why these three conditions influence student understanding of the animated algebraic manipulations, as well as the physical concepts involved.
dc.titleThe Effect of Dynamic Algebra Animation on Learning Outcomes in a Physics Education Video
dc.type.contentMaster Thesis
dc.rights.accessrightsOpen Access
dc.subject.keywordsdynamic animation; embodied cognition; physics education; algebra; conceptual metaphor theory; cognitive load; time dilation
dc.subject.courseuuScience Education and Communication
dc.thesis.id2115


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