where the researcher is teaching computer course for vocational students, BT2I class (2 ...... those videos by the use of Adobe Premiere and added subtitles and ...
Lebanese University Faculty of Education Deanery
The Effect of 3D Video Animation on BT2 I Students’ Motivation, Comprehension and Academic Achievement in Computer Course at a Private Vocational Institute in Mount Lebanon
This Thesis was Submitted in Partial Fulfillment of the Requirements for the Professional Master Degree in Educational Technology
Prepared by: Majida Philippe Francis Supervised by: Professor Ibrahim Kibbi
2016 Beirut- Lebanon
“It is not enough to stare up the steps; we must step up the stairs.” -- Václav Havel
Acknowledgment First and above all, I thank God, for providing me strength and granting me the capability to proceed successfully these two years.
My sincere thanks and gratitude go to my supervisor Prof. Ibrahim Kibbi, not only for his assistance and guidance in my thesis, but also as a great supporter and motivator to me and my classmates.
This thesis appears in its current form thanks to the committee Dr Rima Malek and Dr Hisham Khoury for giving me thoughtful suggestions.
My sincere thanks also goes to Sr Badria Khalaf, Miss Souraya Khoury Hanna and Mrs Vera Alam and all of my colleagues in Saint Vincent School (Besançon- Baskinta) for helping me and giving me support whenever I needed it. I would also thank all my friends in Educational technology 2016 promotion, for all the fun and the hard work that we’ve done as a team in these two years.
Rita Saade Khoury, a family member and a friend, thank you for the help that you have provided all the way through.
Last but not least, I would like to thank my family: My mother who supported me by her prayers, my husband and children for their emotional and moral support through these two years even though I was unbearable sometimes. This accomplishment would not have been possible without you. Thank you. ii
Abstract This study took place in a private vocational institute located in Mount Lebanon where the researcher is teaching computer course for vocational students, BT2I class (2nd year Baccalaureate technique- Informatics and accounting). The aim of this research is to look for the effectiveness of using the three- dimensional (3D) video animation on students’ motivation and comprehension in order to minimize the students’ lack of interest, lack of comprehension and low grades of vocational students in computer course in general and Hard Disk Drive (HDD) functioning topic in specific. The researcher in this study used quantitative action research where data were collected through two questionnaires (pre and post questionnaire) and scores of 14 students before and after using 3D video animation in explaining the topic. Analysis and results, which were done using SPSS (Version 22), answer main questions regarding the expectations in using 3D video animation and provide the necessary recommendations. By using 3D video animation, students were motivated and interested; they showed more comprehension and were able to discover new things. An improvement in students’ grades was noticed after teaching by using 3D video animation. The most important recommendation that the researcher should take into consideration while creating a new 3D video animation, is designing it by respecting Mayer’s theory, then upload the 3D video animation on the internet, to be viewed by students later on.
Keywords: Motivation, Blender, SPSS, 2D videos, 3D video animation.
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Résumé Cette étude s’est déroulée dans un institut technique privé situé à Mont Liban où le chercheur donne des cours en informatique pour les étudiants technique, classe BT2I (2ème année du Baccalauréat technique- Informatique et Comptabilité). L’objectif de cette recherche- action vise à chercher l’efficacité de l’utilisation de trois dimension (3D) animation vidéo sur la motivation et la compréhension des étudiants afin de minimiser le manque d’intérêt, le manque de compréhension et leurs basses notes pour le chapitre matériel informatique en général et pour la leçon Disque Dur en particulier. Le chercheur dans cette étude a utilisé la recherche-action quantitative où les données ont été recueillies au moyen de deux questionnaires (questionnaire avant et après) et les notes de 14 étudiants avant et après l’utilisation de 3D animation vidéo pour expliquer le sujet. L’analyse et le résultat qui ont été obtenus en utilisant SPSS (Version 22), répondent aux principales questions concernant les attentes en utilisant l’animation vidéo 3D et permettent de placer les recommandations nécessaires. En utilisant l’animation vidéo 3D, les étudiants étaient motivés et intéressés; ils ont montré plus de compréhension et ont pu découvrir de nouvelles choses qui ne connaissaient pas auparavant. Une amélioration des notes des élèves a été remarquée après avoir enseigné à l’aide de l’animation vidéo 3D. Les recommandations les plus importantes dont le chercheur doit prendre en considération, tout en créant une nouvelle animation vidéo 3D, est de respecter la théorie de Mayer pendant la conception de l’animation vidéo 3D, puis télécharger la vidéo sur Internet, pour être vu par les étudiants plus tard. Les mots clés : Motivation, Blender, SPSS, 2D vidéo, 3D animation vidéo.
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CONTENTS Acknowledgment .............................................................................................................ii Abstract.......................................................................................................................... iii Résumé ...........................................................................................................................iv List of Figures................................................................................................................vii List of Tables ............................................................................................................... viii Chapter 1. Introduction .................................................................................................... 1 1.1. Overview .............................................................................................................. 1 1.2. Problematic Situation ........................................................................................... 2 1.3 Purpose of the Study ............................................................................................ 3 1.4. Proposed solution................................................................................................. 3 1.5. Problematic Questions and Hypothesis ............................................................... 4 1.6. Participants........................................................................................................... 5 1.7. Significance of the study...................................................................................... 5 1.8. Method and Instruments ...................................................................................... 6 1.9. Definition of Terms ............................................................................................. 7 1.10 Summary ............................................................................................................. 8 Chapter 2. Review of Literature ...................................................................................... 9 2.1 Introduction ........................................................................................................... 9 2.2. Learning Theories .............................................................................................. 10 2.2.1. Behaviorist Theory ................................................................................... 10 2.2.2. Cognitive Theory ...................................................................................... 11 2.2.3. Constructivist Theory ............................................................................... 12 2.2.3.1 Cognitive-Constructivist Approach- Theory of multimedia ............. 12 2.3. The Multimedia Learning Model by Mayer ...................................................... 13 2.3.1. Basic Principles of Multimedia Learning ................................................. 15 2.3.2. Animation in Computer-Based Instruction .............................................. 17 2.4 Three- dimension in teaching ............................................................................. 18 2.4.1. Three – dimension animation in multiple topics ...................................... 18 2.5. The advantages of teaching in 3D...................................................................... 20 2.6. Summary ............................................................................................................ 21 Chapter 3. Methodology ................................................................................................ 22 3.1. Introduction ........................................................................................................ 22 3.2. Research Questions (Revisit it) ......................................................................... 22 3.3 Context of the Study and Participants ................................................................ 22 v
3.4 Research Approach ............................................................................................. 23 3.4.1Description of the PowerPoint and videos lesson ...................................... 24 3.4.2Description of the lesson using 3D video animation .................................. 25 3.5 Data Collection and Analysis ............................................................................. 26 3.6 Summary ............................................................................................................. 29 Chapter 4. Results and analysis ..................................................................................... 30 4.1 Introduction ......................................................................................................... 30 4.2 The Followed Method ......................................................................................... 30 4.3 Pre- questionnaire and Post-questionnaire results analysis ................................ 31 4.4 Pre-test and Post-test Results Analysis ............................................................... 46 4.5 Validation of hypothesis ..................................................................................... 48 4.6 Summary ............................................................................................................. 50 Chapter 5. Summary, recommendations and conclusion .............................................. 52 5.1. Introduction ........................................................................................................ 52 5.2 Interpretation of the results ................................................................................. 53 5.3 Limitations .......................................................................................................... 54 5.4 Recommendations ............................................................................................... 55 5.5 Personal Benefits ................................................................................................ 56 References ..................................................................................................................... 58 Appendices .................................................................................................................... 63 Appendix A- PRE QUESTIONNAIRE .................................................................... 63 Appendix B- POST QUESTIONNAIRE .................................................................. 65 Appendix C- CPU lesson plan ................................................................................. 67 Appendix D- HDD lesson plan ................................................................................. 69
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List of Figures Figure 1: Visual Representation of the Cognitive Theory of Multimedia Learning (Source: Mayer 2001) ......................................................................................................................... 14 Figure 2: Seven Research-based Principles for the Design of Multimedia Messages (Adapted from Mayer 2001) ................................................................................................ 16 Figure 3 Pre- test grades ...................................................................................................... 46 Figure 4 Post test grades ...................................................................................................... 47 Figure 5 Chapter 4 summary ............................................................................................... 51
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List of Tables Table 1 Do you find the course interesting .......................................................................... 31 Table 2 Students perception about the difficulty of the course ........................................... 32 Table 3 Students perception about understanding the material given in class perfectly ..... 32 Table 4 The class has a friendly atmosphere ....................................................................... 33 Table 5 Course content and presentation ............................................................................. 34 Table 6 what do they like to have, to increase their learning experience? .......................... 35 Table 7 Measuring student behavior in class before using 3D video animation ................. 35 Table 8 Correlation between the class atmosphere and students participation.................... 36 Table 9 correlation between forgetting their books and how the course interesting ........... 37 Table 10: Correlation between finding the course difficult and understanding the material given..................................................................................................................................... 38 Table 11 Correlation between three variables ..................................................................... 38 Table 12 motivation during the use of 3D video animation ................................................ 39 Table 13: Statistics of students’ motivation during the PowerPoint presentation ............... 40 Table 14: Statistics of students’ motivation during the 3D video animation ...................... 40 Table 15 Course structure and content ................................................................................ 41 Table 16 Staticstics about the course and its content........................................................... 43 Table 17 Students’ opinion about 3D video animation ....................................................... 44 Table 18 Correlation between three variables ..................................................................... 45 Table 19 correlation between enjoying viewing 3D and talking during explanation .......... 46 Table 20 Pre test grades ....................................................................................................... 47 Table 21 Post test grades ..................................................................................................... 47
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Chapter 1. Introduction 1.1. Overview
Teaching tools and techniques are constantly evolving to keep up-to-date with the technology evolution. The digital society is moving quickly, from desktop computers to mobile devices. The low price of these devices facilitated their purchase. As a consequence, the number of students using smart phones is increasing constantly, facilitating the integration of technology into education and indicating also that the inclusion of these devices in teaching will make learning easier and accessible as demonstrated in several studies that lead us to compare traditional teaching method with the new one. Before when the researcher had to use static images to teach, it always caused difficulty for students to imagine and see in their minds what he expected them to see. In exploring the ways in which students struggle with some complex abstract concepts, Chi (2005) suggests that students fail to comprehend dynamic events because they seek causality according to shared perceptual properties. In the case of students trying to understand data transfer between Hard Disk Drive (HDD) and motherboard, they might see the HDD and they would be able to assemble it or disassemble, but they won’t figure out how data is being transferred between motherboard and the HDD. For this, the researcher believed that students’ comprehension for things that they cannot see with their own senses or microscope may increase whenever they will be able to visualize how things are done.
Recently, 3D video animations are becoming one of the most modern resources for teaching and learning. The 3D video animations facilitate the visualization of abstract content and, thereby giving the same level of learning for everyone (Smith, D., et al 2012). Animations, which allow communication of abstract ideas, concepts and processes to the students, can be created for teaching many topics such as biology, chemistry; physics(Bapista, M., 2013). They can be also visualized via internet in any part of the world with latest technologies such as tablets, and smart phones, helping teachers and students to create and view 3D images or videos at any time and anywhere. That is why, the researcher thought that 3D video animation may play a key role in computer science education to support students understanding the complexity of hardware functioning. 1.2. Problematic Situation Through the observation of BT2I students in computer course, the researcher used to notice uninterested students, less motivated too. Even if they were calm the researcher could sense their diversion into many other distracted areas. Students presented a lower interest in computer course in specific hardware chapter and its functioning, they talked and they were distracted. They did not participate or interact with the researcher. They presented symptoms of boredom and sleepiness. Moreover, their motivation was so low. Both motivation and comprehension constituted a threat to the learning process. Their low grades for true or false questions indicate their level of comprehension, which was not reinsuring.
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1.3 Purpose of the Study The purpose of this thesis is to search about the effect of 3D video animations on BT2I students’ motivation, comprehension and academic achievement while explaining the HDD parts and its functioning topic. As the hardware chapter is often said to be a very abstract chapter, there is a hope that using 3D video animation in explaining HDD lesson and observing its effect on students’ motivation, comprehension and their academic achievement might prove to be useful to the researcher, and to other teachers with similar teaching situations. This study will be important to the researcher as a teacher, because it helps her to find a solution for what is the biggest obstacle in the researcher’s teaching path. 1.4. Proposed solution So after detecting the problem in the class, the researcher thought that students are supposed to assimilate information when learning is connected with dynamic images than when connected with static images. The researcher suggested developing a 3D video animation by using a 3D free modeling and animation software such as Blender. Blender is an excellent choice for 3D creation and it is a good tool to support the learning process. Besides, it enables the development of all technical steps of an animation film (Silva, F. G., Dec. 2009). Many challenges faced the researcher, such as: learning the software in a limited time, the time spent for creating animations, not including the CPU processing time to render a minute of animation.
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As a consequence, the researcher replaced this solution by downloading readymade 3D videos animation created with Blender from YouTube about the topic requested, edited those videos by the use of Adobe Premiere and added subtitles and narration to explain the chapter. For the voice over the researcher used Sony Sound Forge®, a sound editor software 1.5. Problematic Questions and Hypothesis The researcher has chosen vocational students and this topic in order to view how much this methodology will help the students in understanding the computational materials and how it works. The specific research questions are: 1. Does the use of the 3D video animation in the computer course for vocational students affect the students’ motivation during the explanation? 2. Does the use of the 3D video animation in the computer course for vocational students affect their comprehension of the HDD functioning topic? 3. How can the 3D video animation affect student academic achievement and improve their scores in a computer course? Hypothesis H1: Using 3D video animation in HDD’s functioning topic in computer course motivates students more toward learning in class. H0: Using 3D video animation in HDD’s functioning topic in computer course could not motivate students more toward learning in class.
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H1’: using 3D video animation in HDD’s functioning topic in computer course improves student’s comprehension. H0’: using 3D video animation in HDD’s functioning topic in computer course could not improve student’s comprehension. H1”: Using 3D video animation in HDD’s functioning topic in computer course improves students’ academic achievement (scores) in computer course. H0”: Using 3D video animation in HDD’s functioning topic in computer course was not able to improve students’ academic achievement (scores) in computer course.
1.6. Participants As the institute is situated in a rural area dependent on agricultural, 60% of its students are coming from a lower middle class community. The vocational institute is on social affairs. This study observed a class of 14 BT2 vocational students aged between 16 and 18 years. The students involved in the research have different skills and abilities. Some students have language issues, especially French the taught language.
1.7. Significance of the study This study could contribute in helping computer science teachers use a new method in teaching the hardware unit. 3D video animation could help in improving the class atmosphere, students may react differently and they might get more motivated with improved grades. 3D video animation could help students to comprehend and fully understand a complex abstract concept.
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1.8. Method and Instruments The present study has been performed during the academic year 2015- 2016 for 14 vocational students. This action research was applied to check if the use of 3D video animation improved students’ motivation, comprehension in class and increased their academic achievement. “Action research is an established research method in use in the social and medical sciences since the mid-twentieth century” (Baskerville, 1999). This method produced important research results because it is grounded in practical action, aimed at solving an immediate problem situation by referring to old theories. It is a practical problem solving and it expands scientific knowledge; “Throughout the decade, calls persisted for improved relevance in information systems research” (Keen, 1991 & Westfall, 1999). This action research aimed to reach the relation between technology, 3D video animation in specific and the motivation, comprehension and academic achievement for BT2I students in computer course HDD parts and its functioning. It was divided in two categories, before using 3D video animation and after, according to: -
Two questionnaires for students before and after using 3D video animation.
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Pre- Tests (before using the 3D video animation) were prepared and done at the end of the CPU lesson using PowerPoint and 2D videos and another test after one week of the explanation.
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Post-tests (after using the 3D video animation) were prepared and done at the end of the HDD lesson using 3D video animation and another test after one week of the explanation.
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1.9. Definition of Terms Motivation Slavin, (2003) defined motivation as “what gets you going, keeps you going, and determines where you want to go”. Brookhart (1997) defines motivation as a “disposition towards something”. Many researchers agree that motivation is a key component in reaching a high level of student achievement (Brookhart et al., 2006; Palmer, 2005; Mazer, Mur phy, & Simonds, 2007). Blender In 2003, the first version of Blender® was launched. Blender® is a professional free and open-source code used for creating animated films, 3D printed models, visual effects, video games and interactive 3D applications. SPSS: It is a software package used for statistical analysis. The software name originally stood for Statistical Package for the Social Sciences 2D video: 2D video focuses on creating characters, storyboards, and backgrounds in twodimensional environments. Often thought of as traditional animation, the figures can move up and down, left, and right. They do not appear to move toward or away from the viewer, as they would in 3D video animation. 3D video animation: means animating objects created and designed with an X,Y and Z axis, in a three-dimensional space. The “Z” dimension allows for rotation and depth. Objects can be rotated and moved like real objects.
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1.10 Summary As nowadays, students are surrounded by a society driven by the digital technology. Most of the students had seen a 3D movie and they possess very positive attitudes towards 3D video animation and were keen to integrate the 3D technology in their lives and in their learning. Based on the 3D animation techniques and effective sound design, these techniques can greatly inspire young students’ motivation and increase their thirst for knowledge. That’s how; the researcher got the idea in using 3D video animation. The researcher expected that the use of 3D video animation software will make the learning process easier and more interesting because it enables students to understand some theoretical concepts. The target of this quantitative research is to solve the problem of the decrease of motivation, comprehension and students’ academic achievement. This action research will discuss the problem; answer all the questions by presenting and analyzing the results in order to try to find out solutions for the problem listed above.
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Chapter 2. Review of Literature 2.1 Introduction The rapid evolution of computing devices with affordable prices has made the use and integration of technology increased in our daily activities. All the adjustments are driven by economic pressures and demand for freshly graduates to be able to function in a knowledge society (Franklin and Peat, 2001). Learning institutions are searching for quality in teaching and learning by changing the teaching from traditional methods into learning with technology and they are currently moving towards a more multimedia oriented classroom to keep up with the progress done (Teoh and Neo, 2006). Traditional educational content is now being transformed into interactive multimedia content. The integration of technologies into teaching and learning process is changing the conventional teacher-centered teaching approach into student-centered learning approach. This integration of multimedia into teaching and learning has forced teachers to attend multiple workshop and sessions in order to change their instructional strategies in education by using interactive and multimedia technology to enhance the student’s learning process and for the purpose of creating new ideas, creativity and imagination. The use of a three dimensional environment allows the creation of a virtual real scene with a strong visual impact that may encourage the students to assimilate the topic, to be engaged and captivated the entire scene. The subject that was chosen to be the domain of this study is a topic in computer science education, about the HDD parts and its functioning. This topic requires a careful
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and detailed explanation, as there are many theoretical complex concepts that cannot be fully understood by the students. In this part of literature review we will review the four learning theories and discuss Mayer’s Cognitive theory of Multimedia learning, and the use of 3D animation in multiple courses as Science, chemistry.... Finally, we will present studies about 3D animation in computer science education. 2.2. Learning Theories Theories of learning have been developed over the past years. Instructional designs and methodology changed depending on the learning theories adopted. In today’s world, Students want to learn on their own rhythm anywhere and at anytime with the teacher acting like a facilitator. With the help of the computer and internet easy accessibility these things are becoming true. The design of learning must follow one of these theories that have its own concepts and views. The following sections will describe these three primary principles in learning. Understanding these principles is important in order to understand the lessons prepared and used and the recommendations written to design a multimedia course in the future. 2.2.1. Behaviorist Theory The theory of behaviorism means that responses which occur prior to a satisfying state of affairs are more likely to be repeated, and responses prior to an annoying state of affairs are more likely not to be repeated. The use of reward and punishment is also said to be a part of modifying a behavior. Alessi and Trollip (2001) believed that the goal of education was to teach students some survival skills for themselves and society. The role of
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the teacher was to enhance behaviors that contributed to survival skills, and making behaviors that did not contribute to survival skills, disappear. The implication of behavioral theory in this study is useful too. The topic and subtopics have been well structured in order to assist in smooth learning. The learning process of the system responds to the objectives and to the order of the level of difficulty from less difficult to most difficult. In computer science, information processing theories attempt to describe how information enters through our senses, becomes stored in memory, is retained then used or forgotten (Yusof, K. M., 2012). 2.2.2. Cognitive Theory Cognitive theory is based on information-processing approach. Students are considered as seekers and processors of information. Information processing include the notion that memory and thinking have a limited capacity. The learner’s perception coordinates with memory, processing, and application of information (Rias, R. M., & Zaman, H. B., 2011). It means new knowledge is interpreted in a way that is appropriate with existing knowledge or beliefs. But this new knowledge may become so clear, that existing knowledge must change in light of the new knowledge (Alessi and Trollip, 2001; Simonson et al., 2003). According to the cognitive theory, to understand better, humans need to see things in a concrete manner (Rias, R. M., & Zaman, H. B., 2011). The implication of the cognitive theory in this study is that information about the topic is displayed in a systematical order. Students can use the rewind or forward arrows for re-learning and strengthening their memory. The objectives of the learning subject are told at the beginning of the animation.
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2.2.3. Constructivist Theory In constructivist theory, learning is a unique product ‘constructed’. Individuals have learned when they have constructed new interpretations of the social, cultural, physical, and intellectual environments in which they live (Dick and Carey, 2005). What we learn and construct as a new knowledge is not constructed by the individual, but by social groups where each learner combines new information with existing knowledge and experiences (Jonassen, 1999). Anchored instruction assumes that a learning environment should be embedded in a situation like the real world (Alessi and Trollip, 2001). In this study, we were able to combine new information with existing knowledge and experiences to make students understand new concept. We compared the HDD to the human brain where we store data and memory for a long period of time. We used the regular school bus to represent parallel Advanced Technology Attachment (ATA) cables that carry data where it’s supposed to be. This concept is used so that students can relate the usage of a school bus with the same idea related to parallel ATA cables that transfers data. Bits were represented by human being. All these concepts are part of constructivist approach to learning.
2.2.3.1 Cognitive-Constructivist Approach- Theory of multimedia
Cognitive constructivism has an approach to education that emphasis how learners must individually discover and transform complex information to make it their own. Student-centered learning gives students greater autonomy and control over the choice of subject matter, learning methods and ways of study (Gibbs, 1992). Students don’t have to
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listen passively and absorb the delivered information. Students must be active information seekers, active learners. They have to learn through a series of discoveries, interactions and problem-solving situations (Neo and Neo, 2004). Interactive multimedia can be designed to allow users accessing information according to their interests (Reeves, 1992).
As Lambert Gardiner (1993) argued,
hypermedia feature is educationally better than traditional media because it simulates the real life situation of the students allowing them to explore the module on their own in a non-linear fashion, students can learn better in a student-centered environment (Rias, R. M., & Zaman, H. B., 2011.) By uploading those 3D video animations on YouTube, we can allow students the capability to explore the module on their own and do their proper research even before the explanation of the chapter. 2.3. The Multimedia Learning Model by Mayer Throughout the 1990s and beyond, Mayer has conducted multiple researches investigating the nature and effects of multimedia presentations on human learning. His experiments were concentrated on the auditory/verbal channel and the visual channel that are processed through separate and distinct information processing channels’. Processing experiences or information in the channels build mental representations from words and pictures (Mayer, R. E. 1997). The process by which people build mental representations from words and pictures was the focus of Mayer’s cognitive theory of multimedia learning (Mayer, R. E. 1997). It means that we have to present material on two channels in order to give learner twice as much exposure to the explanation. Students may learn more deeply from words and pictures than from words alone. (Mayer. R. E, 1997) 13
So learning occurs when multimedia is supported by different sources of information being handled together in order to understand and memorize a given content. Cognitive theory of multimedia learning Multimedia Presentation
Sensory memory
Words
Pictures
Ears
Eyes
Working memory
Selecting Words
Sound s
Selecting images
Image s
Organizing Words
Long term memory
Verbal Model Prior Knowledge
Organizing images
Pictorial Model
Auditory/verbal channel Visual/ pictorial channel
Figure 1: Visual Representation of the Cognitive Theory of Multimedia Learning (Source: Mayer 2002)
Figure 1 represents sensory memory which holds incoming images and sounds; Working memory which allows for mentally manipulating a small amount of the incoming visual and verbal material; Long-term memory which is the learner’s permanent storehouse of knowledge (Mayer, 2002). Figure 1 represents cognitive processing as arrows which transfers some of the incoming images and sounds to working memory for additional processing and organizing the images into a pictorial model, the words into a verbal model in working memory which connects the models with each other and with relevant knowledge activated from long-term memory (Mayer, 2002). Mayer’s cognitive theory of multimedia learning presents the idea that when a multimedia message enters the cognitive system through the learner’s ears and eyes, the brain will select and organize dynamically words, pictures and auditory information (the 14
first row represents the verbal channel and the second row represents the visual channel) to produce logical mental constructs (Mayer, 2009). Mayer underscores the importance of learning when new information is integrated with prior knowledge. The instructional design principles described in Figure2 suggest ways of creating and designing multimedia presentations in ways that help people build mental representations (Mayer & Anderson, 1992). With the recent rise of computer technology with powerful specifications that allow creation and editing of graphics, teachers has now the ability to enrich their materials with pictorial modes of instruction and presenting it in many visual ways. However, not all pictures are equally effective (Mayer, 2014). It is important to understand how to design effectively learning presentations with multimedia instruction that promotes learning. 2.3.1. Basic Principles of Multimedia Learning So adding pictures to words as mentioned before could be a way of helping people for a better understanding. However, not all pictures are effective. It is important to understand how best to incorporate pictures with words. Just because technologies are available, it does not mean that instructors are advised to use them. What is needed is how to educate teachers to design multimedia instruction that promotes learning. Mayer’s theory on multimedia learning involves twelve principles that can be applied for the design of multimedia messages as indicated in Figure 2.
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Multimedia Principle: Students learn better from words and pictures than from words alone. Spatial Contiguity Principle: Students learn better when corresponding words and pictures are presented near rather than far from each other on the page or screen. Temporal Contiguity Principle: Students learn better when corresponding words and pictures are presented simultaneously rather than successively. Coherence Principle: Students learn better when extraneous words, pictures and sounds are excluded rather than included. Modality Principle: Students learn better from graphics and narrations than from animation and on-screen text. Redundancy Principle: Students learn better from graphics and narration than from graphics, narration and on-screen text. Signaling Principle: Students learn better when cues that highlight the organization of the essential material are added. Segmenting Principle: Students learn better from a multimedia lesson is presented in user-paced segments rather than as a continuous unit. Pre-training Principle: Students learn better from a multimedia lesson when they know the names and characteristics of the main concepts. Personalization Principle: Students learn better from multimedia lessons when words are in conversational style rather than formal style. Voice Principle: Students learn better when the narration in multimedia lessons is spoken in a friendly human voice rather than a machine voice. Image Principle: Students do not necessarily learn better from a multimedia lesson when the speaker’s image is added to the screen. Figure 2: Twelve Research-based Principles for the Design of Multimedia Messages ( Mayer, 2001)
In the design and development of the 3D video animation for the topic of HDD parts and functioning, the researcher was able to apply Mayer’s principles with some restrictions.
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These restrictions were: 1) The inclusion of some pictures and scenes was not necessary. The researcher tried to cover it up with voice over. 2) The animation was so fast in consequence the researcher was obliged to speak faster so words will correspond with animated pictures. 3) The researcher added on- screen text for the technical words that must be memorized. 4) Some of the animation sequence didn’t add any value to the content. They were only done in order to show graphic designer competencies. 2.3.2. Animation in Computer-Based Instruction With the advent of new techniques, we have started to explore computer animation in education for presenting multimedia materials for learners. Animation refers to simulated motion pictures showing movement of drawn objects. It is however still debatable if computer animations help in learning, or whether animation aids learners’ understanding of dynamic phenomena. (Musa, Sajid, et al., 2015) If a learning task only requires learners to visualize fixed objects, then the use of static visuals would be sufficient. If a learning task requires learners to represent ideas which involve changes over time then the use of animated graphics are probably much better than static graphics at because of its ability to implement motion, therefore concretizing abstract temporal ideas (Rieber, L. P., & Kini, A., 1991). Interesting pictures gain and maintain learner’s attention in instructional text (Keller, J. & Burkman, E., 1994). Good pictures motivate learners and encourage curiosity (Keller, J. & Burkman, E., 1994). In this sense, learners can be attracted to animated
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visuals that include unique effects. Attention correlates with students’ achievement more highly than poor learners having poor attention (Mayer, R. E. & Wittrock, M.C., 1996). For that reason, animated graphics is applied to learn dynamic abstract concepts that are difficult to visualize such as the movement of the platters in contemporary HDDs and the read-and- write head. Only well-designed animation can be an efficient aid to learning compared to static graphics. (Rias, R. M., & Zaman, H. B., 2011). 2.4 Three- dimension animation in teaching Today’s animation is three- dimension (3D) animation. Three dimension video animations is where graphics and images’ illustrated are created using computers with the help of respective graphic hardware and software such as Blender. It is used to replace physical models and create realistic elements with action. 3D animation in education is becoming more and more popular. 3D Animation In education provides more options and opportunities to improve the productivity of learning, creating powerful immersive environment through which learners can acquire knowledge and develop higher level thinking skills (Xiao, L., 2013). The higher level of immersiveness happens from the fact that a very precise simulation of the real world is realized helping students to understand and remember information since the advent of powerful graphics-oriented computers. 2.4.1. Three – dimension animation in multiple topics Boeckel, (2014) found that computer generated animation has been in development since the 1960s. It was not until the 1990s that 3D became more widespread within the entertainment industry. After the success of “Avatar” the movie, 3D technology was
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propelled into the limelight, forcing other industries to take notice of its potential. The use of 3D in the classroom has emerged as a growing trend in the past years, with the technology promising enormous potential as a tool in teaching and learning. Christel (1994), Craig et al. (2002) suggests that 3Ds’ animations are becoming more and more popular in education and it starts to have an important role in the classroom. Lots of 3D animation content has been developed for various disciplines or professional trainings in order to add a complementary learning experience. Their enhanced implementation was justified since the educational advantage of animations has been proven in different studies. Professor Anne Bamford studied the effectiveness of 3D content in 15 schools across seven countries including the UK. Bamford, A. (2011) found that lessons taught in 3D helped children learn more and behaved better as it increased levels of concentration. Students remembered more and behaved better when 3D images were used in lessons. They were quicker to learn and absorbed new concepts. The Learning in Future Education (LIFE) project directed by Professor Anne Bamford, director of the International Research Agency, was a detailed research investigation of the impact of 3D on students’ learning. The research took place between October 2010 and May 2011 across seven countries in Europe. From the start of the research project, it was evident that 3D was not a new technology for the students involved. The pupils held positive attitudes towards the technology in general and especially in 3D. Most were keen to introduce 3D technology into their life and learning. They were excited by their involvement in the research. The realism of 3D objects allowed hands-on problem solving in a way that is affordable and accessible for learners.
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Results were gathered on how pupils understood the concepts being presented and the differences noted between 2D and 3D presentation. Quantitative and qualitative data were collected based on multiple interactions within each classroom. Pupils were also tested on their ability to retain and re-interpret the information through an open ended task. Observational data were also collected on the engagement level of students. Records were made in relation to communication, attention, and behavior. The results of the study showed consistent reporting of improved test scores. In the use of 3-Dimensional animation, Korakakis et al. (2009) studied the specific types of visualization (3D illustrated and 3D animation) contributed to learning. The results indicated that multimedia applications with 3D animations increase the interest of students and make the content more appealing to them. 2.5. The advantages of teaching in 3D After reading all these studies, the researcher was able to come out with multiple advantages of teaching in 3D. These advantages are: - 3D animations have improved students’ learning. It has a positive effect on learning. Learning has become more interesting - 3D animations aided in understanding and improved results by making learning more “real” with concrete and “real” examples. - 3D animation led to positive changes in students’ behavior, communication patterns and improved classroom interaction. Students were highly motivated and keen to learn through 3D animation. Students were too interested to be disruptive. - Students in the 3D class were more likely to recall details and sequence of processes in recall testing.
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- The 3D students were also more likely to perform better in open-ended and modeling tasks. - Teachers found that the use of the 3D animation led to a better understanding, increased attention spans, more motivation and higher engagement 2.6. Summary In summary, the researcher stated that animation will more likely enhance learning. The use of 3D video animation in computer science subjects have resulted better student’s understanding and performance. The difficult topics in some computer science subjects were visualized using animation brought some cognitive gains as well as contributed to some motivational factors to students. It has enhanced and improved learning. Studies have proved that well-designed animations may help students learn easier and faster. They are also excellent aid to teachers when it comes to explaining difficult subjects. The difficulty of subjects may appear due to the involvement of imagination. The information exchanged between the different parts of a computer, the electric current which is invisible and difficult for students to understand at the beginning. With the aid of computer animations, teaching and learning become easier, faster and amusing. To better illustrate how hardware operates in order to make student’s comprehension arise.
The researcher tried his best in creating and editing 3D video
animation by using Adobe Premiere and Sound Forge from multiple 3D videos animation downloaded from YouTube and created via Blender.
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Chapter 3. Methodology 3.1. Introduction In this chapter we explore the research method used in the study to find out how much 3D video animation could improve BT2I students’ motivation, comprehension and academic achievement. It describes the context of the research, the participants (14 students) and the problem of the research. Furthermore, it handles the questions related to the study, the procedures followed in the research and the instruments adopted for collecting and analyzing data. 3.2. Research Questions (Revisit it) As declared earlier, this research was guided by these questions: -
Q1: Will the use of 3D video animation in the computer course for vocational students affect the students’ motivation during the explanation?
-
Q2: Will the use of 3D video animation in the computer course for vocational students affect their comprehension of the HDD functioning topic?
-
Q3: Will the 3D video animation affect students’ academic achievement and improve their scores in a computer course?
3.3 Context of the Study and Participants The study was carried out with BT2I class of a private institute in MountLebanon. The computer course is taught in French, three hours per week and ranks second after accounting in vocational courses. Most of the courses are given in French.
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The French is the first foreign language taught. The sample group consisted of 14 students aged between 16 and 18 years. The choice of BT2I students as the research participants and the private institute as the research context were built on the following reasons: First, the researcher teaches in this institute in general and in this class in specific. Second, this class is not included in the official exams so there are no worries about finishing the whole content by April. The Computer course is evaluated over 60. In the computer course, each test score is normally the average of two grades one for Excel as applied informatics and the other for computer hardware and structure which they find difficult to comprehend even though some computer basics must be learned as prerequisite from earlier classes with some update and developed content. Students give more importance to the applied informatics, because they find it easy to understand and apply. They forget that having a degree in vocational study accounting and informatics’ specialization necessitates their knowledge for different computer concept. Without even mentioning that 80% of the students in this class choose this specialization because they didn’t succeed elsewhere and that they did not acquire many objectives in physics or mathematics to understand some computer concept. Therefore, they will not understand many explained concepts which will lead to less motivated students in class, trying to waste the time in many possible ways because of boredom symptoms. All of these will lead to lower grades and difficulty in the teacher’s assessment.
3.4 Research Approach The researcher conducted her experiment for two- months from October 2015 till November 2015 with the collection of data. 23
3.4.1 Description of the PowerPoint and videos lesson The researcher started explaining the CPU parts and functioning topic by using PowerPoint presentations and 2D videos. During the PowerPoint lesson, students were sitting in class in traditional form. The class included 14 students and the researcher. The lesson started normally by the teacher explaining and sometimes asking few questions to recall things they already know. The hardware chapter in general and CPU parts and functioning in specific included some complex information that is difficult for students to understand especially that the pictures used were static and not moving. While explaining the lesson and after almost 10 min, students started to lose concentration because the content was too difficult for them to understand. They started to talk or they were occupied by doing their homework from another course and some students presented symptoms of sleepiness and boredom. They did not interact a lot with the teacher and participate during the lesson. The researcher- teacher continued the lesson by passing some videos or by demonstrating some parts existing in front of her. Finally the researcher used the book to mark down what they had to study. It took two periods to explain and discuss this topic as shown in the lesson plan (Appendix C). After finishing the explanation, a small test graded over 10 was distributed to students in order to measure their level of comprehension with this method. Later on a pre questionnaire to the 3D method was distributed to students in order to evaluate the researcher method in explanation and its effect on students’ motivation and comprehension.
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3.4.2 Description of the lesson using 3D video animation The next lesson about memory device in general and Hard Disk parts and functioning in specific was explained by using 3D video animation. During the lesson using 3D video animation, students were excited for viewing computer parts on the screen from different angles. The lesson started normally by asking some questions about the lesson, brainstorming and recalling information that students already know. Then, the explanation of the lesson continued through 3D video animation to clarify some concepts. Especially, when explaining how data pass from the keyboard and being saved to the HDD, students were excited and focused more on the lesson. Each bit of data was represented by small character and transferred through tubes between different parts of the computer. 3D video animation was stopped several times during the presentation to answer students’ meaningful questions. They discovered and understood new things they were not aware of. They even asked to repeat the 3D video animation because they like it and in order to view little details that they didn’t catch up from the first time. They were happy about the 3D video animation, they answered teachers’ question, and they interacted and participated. After the 3D video animation, an interactive activity was exposed, and students were excited to discover that they already got the right answers. Students were happy, the teacher was happy. They kept talking about this experience, how joyful and fruitful it was, even after the end of the period. They even requested to repeat this experience for other topics as well. It took two periods to explain this lesson and discuss it as shown in the lesson plan (Appendix D). After finishing the explanation, a small test graded over 10 was distributed to students in order to measure their level of comprehension with this method and a post
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questionnaire to the 3D method in order to evaluate the researcher new method in explanation and its effect on students’ motivation and comprehension.
3.5 Data Collection and Analysis Motivation and comprehension can only be observed through questionnaires and academic achievement through tests. In order to answer the research questions, a prequestionnaire and a post questionnaire were distributed to students in addition to two tests that were conducted before and after the use of 3D video animation. The researcher used the quantitative method by collecting quantitative data from the two questionnaires (Pre and Post questionnaire) and scores of the two tests in order to analyze data and finding solutions. At first, a questionnaire has been distributed to BT2I students based on how they see the researcher way in explaining with 2D Videos and PowerPoint presentation the Central Processing Unit topic, its parts and its functioning. The questionnaire has been distributed to each student to fill and it contained questions about their motivation and their comprehension. It was rated from 1 to 5, where 1 means Strongly Agree and 5 means Strongly Disagree. The questionnaire was anonymous to let the student feel free to fill his/her answers. The pre-questionnaire was divided to three parts; each part measures a certain variable: 1) The first part is to measure the overall class atmosphere and students’ motivation. They were asked: if they find the hardware chapter interesting, or difficult to understand. Do they participate in the class discussion? Do they feel disoriented or boredom in the classroom? 26
2) The second part was to measure students’ satisfaction with the method used by the teacher and its effect on their comprehension. They were asked: if the teacher uses lectures or PowerPoint and 2D videos to explain the course content, and if they are interesting. If using 2D Videos or PowerPoint presentations help students better to understand (comprehend). 3) The third and last part was to view students’ opinion about adding more technology in class as 3D video animation and whether they think that it will give them a better understanding. 4) After explaining by PowerPoint presentation and 2D video, a prepared assessment was performed in order to measure the outcome and to compare the results later on with another topic (HDD lesson) from the same chapter by using the 3D video animation. The 3D video animation intervention has been carried out in the classroom setting and the duration of the intervention was for 15 min. The content has been repeated and reviewed one more time because students did like it. Care has been taken to ensure complete emphasis to the method of delivery of education using 3D video animation. Another questionnaire has been asked after the use of 3D video animation. This questionnaire has been distributed to students to measure their motivation and comprehension at the end of explaining the chapter by using 3D video animation. The postquestionnaire was also divided to 3 parts and each part measured the same variable as the pre-questionnaire. 1) The first part is to measure students’ motivation, questions were about: if they were motivated, and enjoyed viewing the 3D video animation, if they reacted 27
happily toward the 3D video animation and if they participated and interacted with the teacher during the lesson or if they talked and were distracted by other students or by other various diversions during the explanation and if they showed symptoms of boredom in class. 2) The second part is to measure students’ course expectations, questions were about: if the 3D video animation content covered the objectives, if the content was arranged in a clear and logical way and if the difficult concepts were easy to understand with the use of 3D video animation. Whether there was any discussion between the instructor and students. 3) The third part is to measure the students’ comprehension; it contained questions about the 3D video animation, new teaching method. If they easily understood the content covered, in the hardware unit, and whether they felt confident about the subject covered. 4) Later on and after explaining by using the 3D video animation, a prepared assessment was performed in order to view, whether the 3D’s video animation has a similar effect as for PowerPoint and 2D video projections and to compare the results with another topic (CPU lesson) from the same chapter. Students were supposed to evaluate their motivation (question1), by answering in the two questionnaires their level of distraction, talking, interaction with the teacher and boredom while explaining the lesson. Moreover, the study pointed students’ comprehension (question2), where students were supposed to evaluate their comprehension by answering whether they easily understood the content covered, in the hardware unit and whether they felt confident about 28
their knowledge about the subject covered. Differences between the comprehension of the participants for the hardware functioning in the pre and post questionnaire has been analyzed using SPSS. To answer the third question, each test consisted of eight “True or False” questions and two “Choose the correct answer” questions that covered the lessons’ objectives. Students were given ten minutes for each test. In order to measure the effect of 3D video animation on students’ academic achievement, a comparison took place between the pretest and post-tests’ grades. (question3)
3.6 Summary As mentioned before, in this chapter the researcher emphasized the research method used in the study. The researcher described the problem of the research, the plan followed to answer the research questions and the instruments adopted for collecting and analyzing data.
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Chapter 4. Results and analysis 4.1 Introduction Data analysis relied on pre and post questionnaires and pre and post- test grades for 14 BT2I students. The experiment was conducted from October till November 2015. The pre-test was conducted after explaining the CPU parts and functioning lesson while using PowerPoint presentation and 2D video. The students viewed and listened to the explanation then answered the questions of a ten minutes test. The pre- questionnaire before the 3D method was distributed for students to fill in. As for the post-test, it took place after explaining the HDD parts and functioning lesson while using 3D animation method. The students viewed and listened to the explanation then answered the same questions of a ten minutes test. The post- questionnaire after using the 3D video animation was distributed for students to fill in. Three main levels of analysis shall be perceived after collecting data and analyzing it by using SPSS (version 22). a) The comparison of pre and post questionnaire students’ motivation. b) The comparison of pre and post questionnaire students ‘comprehension. c) The comparison of pre- test and post test students’ academic achievement. 4.2 The Followed Method The researcher’s pro- questionnaire and pre- questionnaire were filled by the students and measured and analyzed through SPSS (version 22). All the grades collected from the hardware Unit for CPU parts and functioning lesson without using the 3D video animation were compared to HDD parts and functioning lesson by using the 3D video 30
animation of the same sample were represented and analyzed through Excel. Students’ grades were analyzed to see how much students’ academic achievement have improved. This action research aimed to show the relation between 3D video animation in BT2I students’ motivation, comprehension and academic achievement. 4.3 Pre- questionnaire and Post-questionnaire results analysis 4.3.1 The results of the pre questionnaire before using the 3D methods: Table 1 Do you find the course interesting
Valid
Frequency
Percent
Valid Percent
Cumulative Percent
Agree
4
28.6
28.6
28.6
Neither-Nor
4
28.6
28.6
57.1
Disagree
6
42.9
42.9
100.0
Total
14
100.0
100.0
Table1 The computer hardware structure and its functioning chapter is an important chapter because it’s a prerequisite from earlier classes. Students learn the same content updated and developed in BT2I. The same content will be asked in BT3I official exams. In official exams applied informatics has 16 as coefficient. As mentioned before there are some students who didn’t choose this specialization by their own choice. Or they think that computer must be only evaluated by practice and not through as a written assessment. That’s why it was not awkward to find that 42.9% did not find the course interesting and 28.6% are thinking of it as a part of their curriculum and doesn’t matter if it exists or not as long as their getting good grades. 28.6% of them find it interesting since they are male students who are interested in hardware and its functioning.
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Table 2 Students perception about the difficulty of the course Do you find the course difficult
Valid
Frequency
Percent
Valid Percent
Cumulative Percent
Strongly agree
6
42.9
42.9
42.9
Agree
4
28.6
28.6
71.4
Neither-Nor
4
28.6
28.6
100.0
Total
14
100.0
100.0
Table 2: 42.9% find the course very difficult and 28.6 % find the course difficult and 28.6% neither agreed nor disagreed. It means that 71.4 % find it difficult; this could be due to many difficult terms even if they were familiar from previous years. They still have difficulties in memorizing the details and the parts functionality. (Example the parts of the control unit and what they are for). Without forgetting to mention the little time dedicated to study at home and preparing projects for this chapter. Even though their specialization is accounting and Informatics they always search for accounting training in the summer and this doesn’t help them at all. Table 3 Students perception about understanding the material given in class perfectly Do you understand the material given in class perfectly Frequency Valid
Percent Valid Percent
Cumulative Percent
Neither-Nor
6
42.9
42.9
42.9
Disagree
6
42.9
42.9
85.7
Strongly disagree
2
14.3
14.3
100.0
Total
14
100.0
100.0
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Table 3: 42.9% of students disagree about understanding the material given in class perfectly 14.3% Strongly disagree about
understanding
the material given in class
perfectly and 42.9% neither agreed nor disagreed. It means that 57.2% of students do not understand the material given in the class perfectly. We are referring here to the complex concept that they are obliged to learn and it cannot be visible to them even though we are using PowerPoint and videos while explaining the content. Some of the content is still hard to see and to understand completely and perfectly. Illustrations used cannot be sufficient. In reference to the table 4, even though the researcher tries to use multiple methods while teaching, their lower grades continue to reflect that they did not fully understand the content. Table 4 The class has a friendly atmosphere Do you find the class has a friendly atmosphere
Valid
Frequency
Percent
Valid Percent
Cumulative Percent
Strongly agree
4
28.6
28.6
28.6
Agree
6
42.9
42.9
71.4
Neither-Nor
2
14.3
14.3
85.7
Disagree
1
7.1
7.1
92.9
Strongly disagree
1
7.1
7.1
100.0
Total
14
100.0
100.0
Table 4: 28.5% of the students Strongly Agree, 42.9% Agree, 14.3% Neither Agree nor disagree, 7.1 % Disagree and 7.1 % Strongly disagree. It means that 71.4 % of the students enjoy the class atmosphere.
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Table 5 Course content and presentation
Q10: Uses lectures to explain the course content Q11: Uses interactive presentation in class. Q12: Uses 2D Video and PowerPoint presentation to explain the course content. Q13: Uses 2D Video and PowerPoint presentation for a better understanding.
64.3%
35.7%
7.1%
57.1%
35.7%
21.4%
78.6%
64.3%
21.4%
Strongly disagree
Disagree
Neither – Not
Agree
Strongly agree
Are you satisfied with the course content and its presentation?
Table 5 In this table from Q10 till Q13 indicates that 64.3% of students said that the researcher uses lectures in his course. 64.2 % agree (7.12% strongly Agree and 57.1% Agree) that the researcher uses interactive PowerPoint presentation. 85.7% agree (64.3% Strongly Agree and 21.4% Agree) that using 2D videos and PowerPoint presentation is always done for a better understanding. Table 6 In this table from Q14 till Q20 indicates that students are aware of the problem and that there are still people who don’t fully understand the content despite the use of a digitalized content such as PowerPoint and 2D videos. As result, they all accepted to try another method in teaching and as they have all (100%) already viewed a 3D video animation in life they were excited and motivated to try it in learning and in knowing that maybe this method will give them another push in comprehension complex abstract content. 34
Table 6 what do they like to have, in future classes, to increase their learning experience?
Q14: Do you think adding more technology in class will make it a better place to learn? Q15: Do you prefer having a Video and PowerPoint for the material you are studying? Q16: Do you like to interact more with the material given in the course? Q17: Do you know what a 3D video animation is? Q18: If your answer to Q17 is “Agree” , do you like viewing a 3D video animation? Q19: If your answer to Q17 is “Agree”, do you like to experience it in explaining the course? Q20: If your answer to Q17 is “Agree”, do you think that a 3D video animation will help you for a better understanding?
Agree
Disagree
78.6%
21.4%
70%
30%
100%
0%
100%
0%
100%
0%
100%
0%
100%
0%
Disagree
Strongly disagree
21.4%
Neither - Not
Q6: Do you talk during lesson explanation Q7: Do you participate in class discussion? Q8: Do you feel disoriented in the classroom? Q9: Do you feel boredom in a classroom?
Agree
Strongly agree
Table 7 Measuring student behavior in class before using 3D animation
21.4%
28.6%
28.6%
21.4%
21.4%
28.6%
28.6%
21.4%
57.1%
21.4%
28.6%
50%
21.4%
Table 7: 21.4% of students agree that they talk during lesson explanation and 28.6% neither agree nor disagree and 50% (28.6% disagree and 21.4%strongly disagree) doesn’t talk during lesson explanation. This could be due to class charter. 42.8% (21.4% Strongly
35
agree and 21.4% Agree) participate in class discussion, 28.6% neither agree nor disagree and 28.6% don’t participate in class discussion which makes 57.2% not interested in participating in class discussion, it means a high percentage of students who aren’t participating. 21.4% Agree that they feel disoriented in classroom, 57.1% neither agreenor disagree and 21.4% disagree. It means that most of the students are feeling disoriented in classroom and not able to concentrate while explaining computer course. 28.6% feel boredom in a classroom, 50% neither agree- nor disagree and 21.4% disagree on feeling boredom in classroom. It means that most of the students are feeling boredom in the classroom. 4.3.2 Correlations Table 8 Correlation between the class atmosphere and students participation
Pearson Correlation Do you participate in class discussion
Sig. (2-tailed)
Do you participate in class discussion
Do you find the class has a friendly atmosphere
1
.848** .000
N 14 14 ** Pearson Correlation .848 1 Do you find the class has a Sig. (2-tailed) .000 friendly atmosphere N 14 14 **. Correlation is significant at the 0.01 level (2-tailed). Table 8 indicates that there is a statistically significant correlation between these two variables. There’s a positive correlation (r = 0.848) between the two variables .We know that there’s a relation between these two variables. This means that as one variable increases in value, the second variable also increase in value. Similarly, as one variable
36
decreases in value, the second variable also decreases in value. That finding the class having a friendly atmosphere will affect student participation in class as well. Table 9 correlation between forgetting their books and how the course interesting
Do you find the course interesting
Do you forget your books or copy books at home
1
-.910**
Do you find the course Pearson Correlation interesting Sig. (2-tailed) N Do you forget your books or Pearson Correlation copy books at home Sig. (2-tailed) N **. Correlation is significant at the 0.01 level (2-tailed).
.000 14 -.910** .000 14
14 1 14
Table 9: indicates that there is a statistically significant correlation between these two variables. There’s a negative correlation (r =-0.910) between variables in table 8. It means the existence of an inverse relation between the course and not bringing their books and vice versa. Students said the more interesting the course is the more they won’t forget their books at home and the more disinteresting the course is, the more they forget their books at home. Table 10 indicates that there is a statistically significant correlation between these two variables. There’s a negative correlation (r =-0.924) between variables in table 10. It means the existence of an inverse relation between finding the course difficult and understanding the material given at class perfectly and vice versa. Students said the more difficult the course is, the less is the understanding of the material and vice versa.
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Table 10: Correlation between finding the course difficult and understanding the material given
Do you find the course Pearson Correlation difficult Sig. (2-tailed)
Do you find the course difficult
Do you understand the material given at the class perfectly
1
-.924** .000
N Do you understand the Pearson Correlation material given at the class Sig. (2-tailed) perfectly N **. Correlation is significant at the 0.01 level (2-tailed).
14 -.924** .000 14
14 1 14
Table 11 Correlation between three variables Do you Do you find Do you feel participate in the course boredom in a class interesting classroom discussion Do you find the course interesting
Pearson Correlation
1
Sig. (2-tailed)
.919**
-.858**
.000
.000
N 14 14 14 Pearson .919** 1 -.970** Correlation Do you participate in class discussion Sig. (2-tailed) .000 .000 N 14 14 14 Pearson -.858** -.970** 1 Correlation Do you feel boredom in a classroom Sig. (2-tailed) .000 .000 N 14 14 14 **. Correlation is significant at the 0.01 level (2-tailed). Table 11: indicates that there is a statistically significant correlation between these three variables. There’s a negative correlation (r =-0.858) and (r=-0.970) between variables in table 11. It means the existence of an inverse relation between finding the course interesting, participating in classroom and feeling boredom in a classroom. It explains that 38
when students are feeling boredom they are not interested in the course and they won’t participate in class discussion. But if they found the course interesting they won’t feel boredom in classroom and they will participate in classroom discussion. Students said the more interesting the course is, the more they will participate in class discussion (r=0.919). 4.3.2 The results of the post questionnaire after using the 3D video animation:
Neither – Not
Strongly disagree
21.4%
Disagree
Q5: I talked during lesson explanation Q3: I participated and interacted with the teacher Q6: I was distracted by other students Q8: I showed symptom of boredom in class
Agree
Strongly agree
Table 12 motivation during the use of 3D video animation
50%
50%
71.4% 64.3%
28.6% 35.7%
78.6%
Table 12: The results of the post questionnaire during the use of 3D video animation measuring student behavior and motivation in class indicates that 100% of the students (50% disagree and 50% strongly disagree) stopped talking during the 3D video animation. 100% of students (21.4% strongly agree and 78.6% Agree) were able to participate and interact with the teacher whenever he asked a question which means that the comprehension in class was fair as well. The distraction was limited (71.4% disagree and 28.6% strongly disagree) which means that 100 % of the students were not distracted and they were fully focused. Even by observation, the researcher was able to notice students’ reactions towards presentation. They were interested by the content and how it appeared.
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They all were ready to participate and interact with the teacher. As a result no one showed symptoms of boredom in class (64.3% Disagree and 35.7% strongly disagree) Table 13: Statistics of students’ motivation during the PowerPoint and videos presentation Did you Were you Did you talked Were you participated and occupied by during lesson distracted by interacted with other various explanation other students the teacher diversions? N
Valid Missing
Mean Median Mode
Did you showed symptom of boredom in class
14
14
14
14
14
0 1.79 2.00 2
0 4.50 4.50 4a
0 4.29 4.00 4
0 4.21 4.00 4
0 4.36 4.00 4
Table 14: Statistics of students’ motivation during the 3D animation lesson Do you talk during lesson explanation N
Valid
Do you Do you feel participate in disoriented in the class discussion classroom
14
14
Missing
0 Mean 3.50 Median 3.50 Mode 3a While comparing these two tables (Table 13
14
Do you feel boredom in a classroom 14
0 0 0 2.64 3.00 2.93 3.00 3.00 3.00 a 3 3 3 and 14) we can see that the motivation of
students during the lesson using 3D video animation increased from the PowerPoint presentation and 2D video. In the lesson using 3D video animation, the students did not show symptom of boredom in class. They paid full attention to the teacher. Students participated more and interacted with the teacher, also they were excited toward the 3D video animation lesson. They were not distracted by other students or by any other diversions.
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Strongly agree
Agree
Disagree
Strongly disagree
Neither – Not
Table 15 Course structure and content
28.6%
71.4%
0
0
0
42.9%
57.1%
0
0
0
71.4%
28.6%
0
0
0
Q12: The difficult concepts were easy to get
15.4%
84.6%
0
0
0
Q13: The use of 3D video animation helped me better understand the material.
7.1%
78.6%
14.3%
0
0
Q14: The sound was clear
21.4%
78.6%
0
0
0
14.3%
57.1%
28.6%
0
0
50%
50%
0
0
0
Q9: I enjoyed viewing the 3D video animation Q10: The 3D video animation content covered the objectives. Q11: The content was arranged in a clear and logical way
Q15: The language used in the 3D video animation was easy to understand (everyday language) Q16: The discussion in class was very active and helpful
Q9: 100% of the students (28.6% Strongly Agree and 71.45% Agree) seems have enjoyed the 3D animation video. This result was reflected through their behavior by being calm and the way they were listening carefully. They have enjoyed the ride between the HDD parts and how data was being transferred between these components. They were able to understand the mechanism even without narration. At some point there was music instead of narration. Q10: Learning objectives were written in the beginning of the 3D animation video and was created based on things to learn. For that reason, students 100% (42.9% strongly agree and 57.1% agree) said that 3D video animation content covered the objectives.
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Q11: The content was arranged in a clear and logical way from less difficult to more difficult, from prerequisite to a new concept. That’s why 100% of the students (71.4% strongly agree and 28.6% agree) said that the content was arranged in a clear and logical way. Q12: 100% (15.4% strongly agree and 84.6% agree) said that difficult concepts were easy to get, because they were able to visualize complex abstract content. Q13: most of the students, 85.7% (7.1% strongly agree and 78.6% agree) said that the use of 3D video animation helped them better understand the material. 14.3% neither agreenor disagree, it means that they are not quite sure about learning objectives and whether it was acquired. Q14: 100% (21.4% strongly agree, 78.6% agree) said that the sound was clear. It means the narration registered on sound forge was clear. Q15: 28.6% neither agree- nor disagree, 57.1% agree and 14.3% strongly agree. As mentioned before, the narration was in French by using an everyday language created with my voice by Sound Forge; Students find my voice familiar and the language used was so easy to comprehend even though some of students have lack in understanding the language. The researcher, at some point, stopped the 3D animation video in order to re-explain the information narrated in Arabic. Q16: 100% (50% strongly agree and 50% strongly disagree) said that the discussion in class was very active and helpful to fully understand the content.
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Table 16 Staticstics about the course and its content The 3D video The content was animation arranged in a content covered clear and logical the objectives way N
Valid
The difficult concepts were easy to get
The use of 3D video animation helped me better understand the material
14
14
13
14
Mean
0 1.57
0 1.29
1 1.85
0 2.07
Median
2.00
1.00
2.00
2.00
2
1
2
2
Missing
Mode
Table 16 we can see in this table that students’ comprehension for difficult concept were easy to get by using 3D video animation and that by being arranged in a clear and logical way, it helped them for a better understanding. Table 17 After viewing the 3D video animation students answered all the questions in table 15 with a positive attitude toward 3D video animation. Q17: 100% said that they preferred using 3D video animation in teaching. Q18: 100% think that using 3D video animation in teaching will motivate them more towards learning. Q19: 92.9% found computer hardware unit interesting by using 3D video animation and 7.1% didn’t find computer hardware unit interesting, because it was not their choice in choosing this specialization. Q20: 92.9% find that they have learned things quickly in this unit by using 3D video animation and 7.1% didn’t learn things quickly in this unit by using 3D video animation because they still find it difficult to memorize some technical terms. Q21: 100% found that the 3D video animation is interesting and well organized.
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Q22: 92.9% find the content covered easy to understand and 7.1% didn’t find the content covered easy to understand. It’s for the same reason that they don’t like the specialization and they are not interested by the content given. Q23: 92.9% found the animation used in the video made the material easier and 7.1% didn’t find that using animation made the material easier. Q24: 100% feel confident about their knowledge on the subject covered even though; the researcher didn’t get great scores in the post test. Q25: 100% felt excited by learning using a 3D video animation. Q26: 100% find it a great idea having the 3D video animation online so they can access it at anytime and review the content especially when preparing for an exam. Table 17 Students’ opinion about 3D animation Yes
No
Q17: Did you prefer using 3D video animation in teaching?
100%
Q18: Did you think that using 3D video animation motivates you more toward learning?
100%
Q19: Did you find the computer hardware Unit interesting now?
92.9%
7.1%
Q20: Did you learn things quickly in this Unit?
92.9%
7.1%
Q21: Did you find that the 3D video animation interesting and well organized
100%
Q22: Did you find the content covered easy to understand
92.9%
7.1%
92.9%
7.1%
Q23: Did you find the animation used in the video made the material easier? Q24: Did you feel confident about your knowledge on the subject covered?
100%
Q25: Did you feel excited by learning using a 3D video animation?
100%
Q26: Do you prefer having the 3D video animation online so you can access it to review the content?
100%
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4.3.3 Correlation Table 18: indicates that when students enjoyed viewing the 3D video animation they felt motivated (r=0.767) and when students felt motivated they would participate and would interact with the teacher(r=0.633). Table 18 Correlation between three variables I felt motivated I participated I enjoyed by the 3D and interacted viewing the 3D video with the video animation teacher animation I felt motivated by the 3D Pearson Correlation video animation
.633*
.767**
.015
.001
14
14
14
.633*
1
.440
.015 14
14
.115 14
.767**
.440
1
.115 14
14
1
Sig. (2-tailed) N I participated and Pearson Correlation interacted with the teacher Sig. (2-tailed) N I enjoyed viewing the 3D Pearson Correlation video animation
Sig. (2-tailed) .001 N 14 *. Correlation is significant at the 0.05 level (2-tailed). **. Correlation is significant at the 0.01 level (2-tailed).
Table 19: indicates that when students enjoyed viewing the 3D video animation, they have stopped talking during lesson explanation (r=-0632)
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Table 19 correlation between enjoying viewing 3D and talking during explanation
I enjoyed viewing I talked during the 3D video lesson explanation animation I enjoyed viewing the 3D Pearson Correlation video animation Sig. (2-tailed)
1
N lesson Pearson Correlation
14
14
-.632*
1
Sig. (2-tailed) N
.015 14
14
I talked explanation
during
-.632* .015
*. Correlation is significant at the 0.05 level (2-tailed).
4.4 Pre-test and Post-test Results Analysis After analyzing the pre and post questionnaires, the researcher realizes that students have enjoyed viewing 3D video animation. While viewing it, they stopped talking and participated more to the teacher explanation. A higher percentage indicated that the difficult concepts were easy to get, and the use of 3D helped them to achieve a better
understanding.
After
receiving
positive
feedbacks on the new method used while teaching, written test was the only way to measure whether an improvement has occurred to students scores or not, to show an increase in their academic achievement. Students’ scores from the first test (CPU lesson) while Figure 3 Pre- test grades
using PowerPoint presentation and 2D video indicated
that the content was not very well assimilated and understood by all students.
46
The average grades for test 1 was (m1= 18.46) over 30. Another test was done after one week to see whether they still remembered the content and the average for the second test was (m2= 16.86) over 30. Table 20 Pre test grades Pre- Test1 (m1)
Pre- Test 2(m2)
Average
18.46
16.86
17.66
After using the 3D video animation method in explaining the course, two tests were done one directly after finishing the explanation and the average of this test was (m1=22.82) over 30. After one week another test for the same chapter was done and the average was (m2=21.93). This indicates that even after one week students still remembered many details from the 3D animation used for explanation and none of the students got a grade below 15.
Figure 4 Post test grades
Table 21 Post test grades Post- Test1 (m1)
Post- Test 2(m2)
Average
22.82
21.93
22.38
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In researcher’s opinion, the average of the class must be (>21) over 30 in order to conclude that the lesson was fully understood. That was the case in here, the average grades for students test was 21.79 which means, that students did fully understand the material.
4.5 Validation of hypothesis In this action research titled “The effect of 3D video animation on BT2 I students’ motivation, comprehension and academic achievement in computer course at a private vocational institute in Mount Lebanon” there are 3 hypothesis. The first one is that using 3D video animation in HDD parts and its functioning lesson in computer course was able to motivate students more toward learning. The second one is that using 3D video animation in HDD parts and its functioning lesson improved student’s comprehension. The third one is that using 3D video animation in HDD parts and its functioning lesson improved students’ scores in computer course. 1. Testing of H1 To test this variable, a comparison between the motivation of students in computer class in pre- questionnaire and the motivation of students in computer class during the lesson using 3D video animation was made. During the other method, the students talked, they did not participate or interact with teacher, they were occupied by various diversions, or they felt bored. During the lesson using 3D video animation, the lesson was presented to them through interactive board. Students participated and interacted more with the teacher. They were not occupied by any diversions. They were interested in the lesson. They were
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focused; they have stopped talking with each other because their concentration increased from PowerPoint presentation to the lesson using 3D video animation. Due to the frequencies presented above, students were motivated during 3D video animation lesson more than during PowerPoint presentation and 2D video. In this variable, the H1 was accepted. Using 3D video animation in HDD’s functioning topic in computer course motivates students more toward learning in class. 2. Testing H1’ To test this variable, while analyzing data in post questionnaire, the researcher noticed that the percentage of comprehension for difficult concept in computer class is higher that the percentage of comprehension while using PowerPoint or videos presentation. Students become more active and ready to participate and interact with the teacher, asking more meaningful questions and their grades improved like mentioned before. In this variable, the H1’ was accepted. Using 3D video animation in HDD’s functioning topic in computer course could improve student’s comprehension. 3. Testing H1” As explained previously, two grades were taken. One grade based on the average of the two tests related to CPU parts and its functioning taught through PowerPoint presentation and 2D video. The average grade calculated was m=17.66 over 30. The other test was based on the average of the two tests related to HDD parts and its functioning taught through 3D video animation. The average grade calculated was m=22.38 over 30. A comparison between the
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two averages indicated that an improvement has been done between PowerPoint presentation, 2D video and 3D video animation. Without forgetting, that none of the students received a grade below average. In this variable, the H1’’ was accepted. Using 3D video animation in HDD’s functioning topic in computer course improves students’ academic achievement in computer course. 4.6 Summary This action research was made on BT2I class in a private vocational institute. The class included 14 students. The lesson was explained using 3D video animation. Two questionnaires were distributed before and after explaining hardware lesson in order to measure students’ motivation, comprehension for the complex abstract content and academic achievement. Multiple tests were given to the students through the period of explanation to measure their academic achievement and whether there’s an improvement or not. Considering the motivation and the academic achievement, after analyzing the data the improvement was realized and was obvious. Students felt more motivated than before and more involved in HDD parts and functioning lesson. Analysis and interpretation of the questionnaire have shown that 3D video animation could help in improving students’ motivation, comprehension in computer course. Comparison of the students’ pre-test results with their post-test’s results indicated that the scores are better and a higher improvement by their academic achievement.
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Figure 5 Chapter 4 summary
Questionnaire: • Pre- questionnaire • Post- questionnaire
Test: • Pre- test • Post - test
• Better motivation • Better comprehension • Better results
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• Analysis • Interpretatio n
Chapter 5. Summary, recommendations and conclusion 5.1. Introduction The idea of developing a 3D video animation emerged when 3D video animation seems to be a better solution in making concrete a complex abstract concept as Bamford,A.(2011) experimented that the primary benefit of 3D in the classroom is thought to aid visual learning. Complex concepts become more easily digested when reduced to imagery. After finding this solution, the researcher chose the lesson HDD parts and functioning to be represented in 3D video animation, because the researcher already knew by experience that students have great difficulty in abstraction, and comprehension of this lesson. Once the subject was chosen, the researcher began by thinking about the concepts that should be involved to facilitate students’ understanding and developing a strategy corresponding to objectives. This study was conducted in a real classroom context on a 14 students of BT2 I in computer course. We compared the effectiveness of using 3D video animations versus PowerPoint presentation and 2D videos on two lessons of the hardware chapter. Students viewing 3D video animation scored better than students viewing PowerPoint slides and 2D video. As a result, students were able to understand greater levels of complexity, as the animations made it possible for students to move from the whole structure to various parts and to move around within to see how things worked.
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The ability to simplify complex content appeared in the results of the research. They indicated a positive effect of the use of 3D animations on teaching and learning, recall and performance in tests. Under experimental conditions, 100% of students got better grades on the post-test. Within the individuals with better scores, the rate of improvement was 13.33%. Individuals enhanced test scores by an average of 14.02% in the 3D classes. The marked improvement in test scores was also supported by quantitative data which showed that 100% of students agree or strongly agree that 3D video animation in the classroom made them understand things better and 100% of them agree or strongly agree that they discovered new things in 3D learning that they did not know before. Other facts noted by the research included that students in the 3D class were more likely to recall and remember details and sequence of processes more than in a PowerPoint presentation. At the end, some recommendations will be presented for the BT2I class HDD parts and functioning lesson and informatics class in general, some advices for future studies to enhance this path. 5.2 Interpretation of the results The results of the collection of data, before and after the use of 3D video animation, were presented in the previous chapter as a general statistics in form of tables for frequencies. As interpretation of the results, the researcher found through the results of the questionnaire filled by the students, the mean of motivation increased from the PowerPoint presentation and 2D video to the 3D video animation. The frequencies increased in the 53
lesson using 3D video animation as it affected students’ motivation according to them as well. By answering other questions in the post questionnaire, students thought that using 3D video animation motivated them more toward learning. They preferred learning hardware chapter through 3D video animation; they found it more interesting and they thought 3D video animation helped them to more understand the hardware chapter. In addition, when they answered the tests the results showed an improvement in their comprehension and academic achievement and that they still remembered things from the explanation even if the test was after one week or two from the explanation date. 5.3 Limitations Despite taking the actual learning conditions into account, there were few problems that limited this action research and made it difficult to apply properly. 1) Some of the students still had a lack of interest in this specialization because they didn’t choose it voluntarily. They were obliged by their parents because it’s the only technical school in the area with only two specializations (Hospitality, Informatics and Accounting.). That explained their lack of interest no matter what. 2) Creating a 3D video animation is costly and time consuming as mentioned before so it’s difficult for the researcher to do many 3D animation files for the entire hardware chapter. 3) The absence of proper integration of technology in the teaching process since the television is used instead of a screen (giant screen) due to economic factors. 54
4) To develop an animation, the graphic designer must also know a lot about the studied course. Mayer’s cognitive theory of multimedia learning must be applied as a guideline in the development process, to achieve a learnercentered approach in the application. Animations and characters created must be always constructed with respect to the cognitive load theory (Mayer and Moreno, 2003). As a result, the design and prototype prepared could be a guideline if they want to develop courseware for a computer science course. 5) In this study, the researcher tried her best to fulfill what’s missing by her voice over but still couldn’t change the poses of motion sequences, nor even the character used to represent data. The researcher was able to use and apply the various learning theories in the development of 3D video animation for the HDD parts and functioning. 5.4 Recommendations According to the results of the action research and the problems that limited the research, the researcher comes out with a few recommendations to help the informatics teacher, by finding the proper solution for the issues of lack of motivation and low achievement in hardware chapter. The most important recommendations of the study are as follows: 1) Should take into consideration the technical design of content diversity of learners and audio visual lessons in design. 2) Adding interactive features on electronic lessons so it will evolve from video into interactive activity. 55
3) Uploading these videos on the internet, to be viewed from home later on. 4) Adding the three-dimensional animation videos in Adobe Reader files 3DPDF to be shared later on drop box where internet is too slow to play 3D animation. 5.5 Personal Benefits This study stimulated a change in my way of thinking and making decisions based upon the data collected and analyzed. The use of technology helped a lot in this action research and solved a major problem according to the results obtained above. I was satisfied when the objective of this action research was accomplished by finding a solution to the issues of lack of motivation, comprehension and low academic achievement found in BT2I computer class by using 3D video animation. Doing this research about 3D video animation and reading a lot of related resources, helped me develop new knowledge such as learning about cognitive theory of multimedia learning and its basic principles, the use of animation in computer based instruction and other related fields. As a consequence, I was ready to find a way forward to the next logical project which is learning about all the 3D technologies and creating my own 3D videos animation through modeling software such as Blender. As I’m French educated, I was also satisfied by the improvement of my writing skills especially because I’ve written this thesis in English and finished it on time. The thoughts of sharing what I know with other grad students to serve as an inspiration for future dissertation makes me feel so responsible and objective as far as I can be in describing the methods, instruments already used and results, limitations, recommendations found. To totally reach the goal, to achieve the target and serve the 56
benefit of the students, one of my recommendations for any computer teacher in the future, was to balance between the multiple methods already used such as hands-on practices, PowerPoint presentation, 2D videos and never rely on 3D video animation only.
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Appendices Appendix A- PRE QUESTIONNAIRE Thank you for agreeing to take part in this important survey measuring the effect of 3D animation in computer course. Today we will be gaining your thought and opinion in order to better teach you in the future. This survey should take 5 till 8 minutes to be completed. Be assured that all answers you provide will be kept in the strictest confidentiality Gender _______________________________
Age____
Strongly disagree
Disagree
Neither Not
Agree
Strongly agree
In general, how do you find the following?
Q1: Do you find the course interesting? Q2: Do you find the course difficult? Q3: Do you understand the material given in the class perfectly? Q4: Do you find the class has a friendly atmosphere? Q5: Do you forget your books or copy books at home?
Q6: Do you talk during lesson explanation Q7: Do you participate in class discussion? Q8: Do you feel disoriented in the classroom? Q9: Do you feel boredom in a classroom?
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Strongly disagree
Disagree
Neither Not
Agree
Strongly agree
Motivation
Strongly disagree
Disagree
Neither – Not
Agree
Strongly agree
When you are in class, does your instructor do the following:
Q10: Uses lectures to explain the course content Q11: Uses interactive presentation in class. Q12: Uses 2D Video and PowerPoint to explain the course content Q13: Uses 2D Video and PowerPoint for a better understanding.
What do you like to have, in future classes, to increase your learning experience? Agree
Disagree
Q14: Do you think adding more technology in class will make it a better place to learn? Q15: Do you prefer having a 2D Video and PowerPoint for the material you are studying? Q16: Do you like to interact more with the material given in the course? Q17: Do you know what a 3D video animation is? Q18: If your answer to Q17 is “Agree”, do you like viewing a 3D video animation? Q19 : If your answer to Q17 is “Agree”, do you like to experience it in explaining the course? Q20: If your answer to Q17 is “Agree”, do you think that a 3D video animation will help you for a better understanding? Q21 - How many hours do you use (Computer, Tablet, Smartphone) per day? _________________________________________________________________________ Q22- To what extend are you satisfied with the course teaching method?(scale from 0 to 10, 10 is extremely satisfied) _________________________________________________________________________ Q23 – Comments: _________________________________________________________________________ _________________________________________________________________________
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Appendix B- POST QUESTIONNAIRE Thank you for agreeing to take part in this important survey measuring the effect of 3D animation in computer course. Today we will be gaining your thought and opinion in order to better teach you in the future. This survey should take 5 till 8 minutes to be completed. Be assured that all answers you provide will be kept in the strictest confidentiality
Neither - Not Neither Not
Strongly disagree
Agree Agree
Disagree
Strongly agree
Motivation
Age____
Strongly agree
Gender _______________________________
Q9: I enjoyed viewing the 3D video animation Q10: The 3D video animation content covered the objectives. Q11: The content was arranged in a clear and logical way Q12: The difficult concepts were easy to get Q13: The use of 3D video animation helped me better understand the material. Q14: The sound was clear Q15: The language used in the 3D video animation was easy to understand (everyday language) Q16: The discussion in class was very active and helpful
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Strongly disagree
Course Structure and Content
Disagree
Q1: I felt motivated by the 3D video animation Q2: I reacted happily toward the 3D video animation of the lesson. Q3: I participated and interacted with the teacher Q4: I paid full attention to the teacher Q5: I talked during lesson explanation Q6: I was distracted by other students Q7: I was occupied by other various diversions.(examples) Q8: I showed symptom of boredom in class
Course Expectations Q17: Did you prefer using 3D video animation in teaching? Q18: Did you think that using 3D video animation motivates you more toward learning? Q19: Did you find the computer hardware Unit interesting now?
Yes
No
Q20: Did you learn things quickly in this Unit? Q21: Did you find that the 3D video animation interesting and well organized Q22: Did you find the content covered easy to understand Q23: Did you find the animation used in the video made the material easier? Q24: Did you feel confident about your knowledge on the subject covered? Q25: Did you feel excited by learning using a 3D video animation? Q26: Do you prefer having the 3D video animation online so you can access it to review the content? 27 –Comments: _________________________________________________________________________ _________________________________________________________________________
Thank you
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Appendix C- CPU lesson plan Fiche pédagogique Nom de l’enseignante: Majida Francis
Classe: BT2I
Date: 20/10/2015 Durée: 2 périodes Chapitre: Les composants matériels d’un microLeçon : CPU Ordinateur 1) Avoir utilisé un ordinateur auparavant 2) Savoir le concept d’entrée de traitement de sortie des Pré- requis données 1) Situer les différents composants de l’unité centrale d’un PC 2) Décrire l’architecture d’un micro- ordinateur. 3) Définir le principe général de fonctionnement d’un microObjectifs généraux ordinateur. 4) Réaliser des additions simples en binaire
Objectifs
1) Connaître le rôle de microprocesseur 2) Connaître les différents composants d’un microprocesseur et leurs rôles. 3) Comprendre le fonctionnement du microprocesseur et l’interaction entre les différentes unités. 4) Maîtriser les étapes nécessaires à l’exécution des programmes par le microprocesseur.
Plan de la leçon
1) Processeur (description, rôle, exemples de processeurs, les coprocesseurs.) 2) Horloge (rôle) 3) Mémoire centrale (types, rôle) 4) Mémoire cache. 5) Bus. (types, rôle) 6) Test 7) Questionnaire
Equipements/ matériels
1) Power point, Laptop and TV 2) Handouts pour les élèves 3) Des composants de l’ordinateur Ex: CPU, RAM, DISK .. Déroulement de la période
Première période
Time
10 mins
Activités de l’enseignant Introduction : 1- Demander aux étudiants de nommer les composants de l’ordinateur. 2- Leur rappeler des pré- requis. 3- Pourquoi est-il bon d’apprendre comment fonctionnent les ordinateurs? 4- Comment la connaissance des pièces existantes à l’intérieur de l’ordinateur peut augmenter votre productivité.
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5 mins
30 mins
10 min
-
Rappel du pré- requis de la période précédente Introduire l’horloge et sa vitesse (l’unité de mesure du CPU Définit mémoire centrale (types, rôle) Définir mémoire cache. Définir Bus. (types, rôle). Demander des questions lors du déroulement de la présentation Faire des activités interactives sur PowerPoint
10 min
-
Test
10 min
-
Pre- questionnaire
7 min Deuxième période
1- Demander aux élèves s’ils connaissent les différentes marques et vitesses du micro- processeur. Lancer une présentation Powerpoint expliquant : - Les fonctions du CPU - Introduire l’unité de commande et l’unité arithmétique et logique et leurs fonctions - Demander des questions lors du déroulement de la présentation - Faire des activités interactives sur PowerPoint Test
30 min
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Appendix D- HDD lesson plan Fiche pédagogique Nom de l’enseignante: Majida Francis
Classe: BT2I
Date: 28/11/2015
Durée: 2 périodes
Chapitre: Les composants matériels d’un microLeçon : Disque dur Ordinateur 1- Savoir le concept d’entrée de traitement de sortie des données 2- Connaître le rôle du microprocesseur, ses différents composants et leurs rôles. 3- Comprendre le fonctionnement du microprocesseur et Pré- requis l’interaction entre les différentes unités. 4- Maîtriser les étapes nécessaires à l’exécution des programmes par le microprocesseur. 5- Savoir la signification de bit, Byte, KB, MB..
Objectifs généraux
1- Situer les différents composants de l’unité centrale d’un PC 2- Décrire l’architecture d’un micro- ordinateur. 3- Définir le principe général de fonctionnement d’un microordinateur. 4- Réaliser des additions simples en binaire
Objectifs
1- Définir un disque dur et les différents types existants sur le marché. 2- Connaître les différents composants du disque dur. 3- Comprendre le fonctionnement du disque dur, et le stockage des données. 4- Calculer la capacité de stockage du disque dur.
Plan de la leçon
1- Connaître les différents types de disque dur existants sur le marché. 2- Connaître les composants du disque dur et son unité de mesure. 3- Connaître le rôle du disque dur. (description, principe de fonctionnement, avantages et inconvénients.) 4- Des disques fixes et des disques amovibles 5- Capacité de stockage des disques 6- Test.
Equipements/ matériels
4) 3D animation, Laptop and TV 5) Handouts pour les élèves 6) Des composants de l’ordinateur Ex: CPU, RAM, HARD DISK ..
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Déroulement de la période Time
Première période
5 mins
10 mins
30 mins
10 min
Deuxième période
10 min 30 min
Activités de l’enseignant Introduction : 1- Demander aux étudiants de nommer les composants de l’ordinateur. 2- Leur rappeler des pré- requis. 1- Demander aux élèves s’ils connaissent les différentes marques, genres et unité de mesure du disque dur. 2- Demander la signification de ses unités de mesure. Lancer une vidéo 3D expliquant : 1- Les caractéristiques des principaux dispositifs de stockage liés à l’ordinateur; 2- Le rôle du disque dur. (description, principe de fonctionnement, avantages et inconvénients.) 3- Le fonctionnement du disque dur et les deux modes lecture et écriture d’informations 4- Demander des questions lors du déroulement de la présentation 5- Faire des activités interactives sur PowerPoint Test Rappel du pré- requis de la période précédente -
La signification du formatage du disque dur Savoir le formater.
Post- questionnaire
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