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Influence of animations on pupils' motivation and academic achievements in Science education
Šarboch, David
The dissertation deals with the influence of interactive educational animations on the motivation and academic achievements of pupils. Currently, student motivation in teaching is a much discussed topic (Ikwuka et al., 2017). The authors of many studies, as well as the creators of national curricula, declare that it is necessary to focus on the transition from traditional teaching methods (eg. frontal teaching) to methods that activate pupils. At the same time, we are currently observing the low popularity of science subjects among primary and secondary school pupils (Szarka et al., 2014). Therefore, it is advisable to come up with methods that, on the one hand, create an interactive environment in which students can develop their knowledge, skills and competences, and on the other hand, interest and motivate students to further work. Thus, the main goal of the dissertation is to find out how animation affects the motivation and academic results of secondary school students (especially in science subjects). A didactic tool that could help fulfill these facts is educational animation. The majority of authors who deal with the issue of educational animations agree on the positive contribution of their use in classes in many aspects, however, there is currently a lack of research that has dealt with...
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Influence of animations on pupils' motivation and academic achievements in Science education
Šarboch, David ; Teplá, Milada (advisor) ; Martínek, Václav (referee) ; Ganajová, Mária (referee)
The dissertation deals with the influence of interactive educational animations on the motivation and academic achievements of pupils. Currently, student motivation in teaching is a much discussed topic (Ikwuka et al., 2017). The authors of many studies, as well as the creators of national curricula, declare that it is necessary to focus on the transition from traditional teaching methods (eg. frontal teaching) to methods that activate pupils. At the same time, we are currently observing the low popularity of science subjects among primary and secondary school pupils (Szarka et al., 2014). Therefore, it is advisable to come up with methods that, on the one hand, create an interactive environment in which students can develop their knowledge, skills and competences, and on the other hand, interest and motivate students to further work. Thus, the main goal of the dissertation is to find out how animation affects the motivation and academic results of secondary school students (especially in science subjects). A didactic tool that could help fulfill these facts is educational animation. The majority of authors who deal with the issue of educational animations agree on the positive contribution of their use in classes in many aspects, however, there is currently a lack of research that has dealt with...
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Interactivity principle in multimedia learning materials in 3rd and 4th grade primary school students
Tetourová, Tereza ; Brom, Cyril (advisor) ; Lukavská, Kateřina (referee)
The aim of this study was to investigate, whether the aspect of interactivity (meaning problem solving interactivity) implemented in multimedia learning materials would positively influence learning outcomes of students. The third and fourth-grade pupils had been split up in two groups and they learned about a topic of natural sciences for about 20 minutes. The first group were studying from an interactive material - short educational game. The second group were studying from a noniteractive material - short educational animation. As variables we have chosen the following - the learning outcomes of the pupils, the amount of motivation to manipulate with the educational tool and the evaluation of atractivity of this tool. Based on multimedia learning theories (CTML, CATLM), we assumed that interactivity would enhance the extent of motivation, evaluation of atractivity and the learning outcomes. Our results partially confirmed our hypothesis. We found positive effect on motivation and evaluation, nevertheless we found no effect on learning outcomes - there was no difference between the groups within this domain. As one of the possible explanations we propose Sweller's cognitive load theory. KEYWORDS Multimedia learning, interactivity, educational animation, educational game, learning outcomes
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