Effects of animation and manipulation on adult learning of mathematical concepts

Feng-Jui Hsieh, Purdue University

Abstract

This study investigated the instructional effectiveness and motivational appeal of animation and manipulation on adults' learning of mathematical concepts in a computer-based lesson. The subjects were 54 college students who participated in two CBL sections as part of their mathematics class. They were randomly assigned to receive instruction with either animation or no animation, as well as manipulation or no manipulation. The computer based lesson was developed by the researcher and introduced the concept of Venn diagrams. Achievement was measured immediately after the two CBI lessons by both paper-and-pencil tests and tests on the computer. One week later, a paper-and-pencil test was distributed to evaluate students' retention. Continuing motivation was assessed through a questionnaire. Findings included: (1) Animation enhanced adults' retention when the learning tasks required high level cognitive processes such as analysis or synthesis; (2) Animation did not help adults' learning or retention when the learning tasks required mainly the comprehension of mathematical concepts; (3) Animation increased continuing motivation; (4) Manipulation helped the transference of mathematical concepts learned through a computer to paper-and-pencil tests; (5) Manipulation did not promote intrinsic motivation. Recommendations for further studies were also provided in this study.

Degree

Ph.D.

Advisors

Lehman, Purdue University.

Subject Area

Curricula|Teaching|Mathematics education|Educational software|Adult education|Continuing education

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