1 Use the colour and interactive animation in learning 3D vectors Presenters: Wei-Chih Hsu Professor : Ming-Puu Chen Date : 10/13/2008 Iskander, W. & Curtis, S. (2005). Use of Colour and Interactive Animation in Learning 3D Vectors. Journal of Computers in Mathematics and Science Teaching, 24 (2),

2 Outline Introduction Literature review MethodMethod Results Conclusion

3 Introduction Many students struggle with learning 3D vectors. Computer software can be a potent tool –It is important to study which techniques are best in order to exploit the contributions that computers can make to the learning experience. –Can be used for a variety of multimedia techniques. This study –Investigated the effects of two computer-implemented techniques (colour and interactive animation) on learning 3D vectors.

4 Literature review (1/2) Early research compared graphics to text-only instruction. –Pressley (1977) found that graphics increased the amount learned by children. –Alesandirini (1984) found that the same is true for adults. Baek and Layne (1988) compared the learning experiences of text only, text plus graphics, and text plus animation. –The animation group required less study time and learned more. –The same results were found in a study by Mayton (1991). Rieber and Boyce (1990) found the animation –Did not result in a greater quantity learned, –Did result in less time required to retrieve information.

5 Literature review (2/2) Poohkay (1994) studied mathematical learning by comparing three forms of instruction to create triangles. –Animation, still graphics, and text-only. –The scored Animation ＞ still graphics ＞ text-only. The use of colour is a technique with more varied results –Colour can be a neutral cue to learning, but can also be distracting if poorly used. (Wise, 1982; Dwyer,1967, 1968, 1970) –Colour can help when it is an integral part of the material being learned. (Dwyer, 1978) –Educators often perceive colour to provide a positive motivational influence. (Szabo and Poohkay, 1994)

6 Method (1/3) ParticipantsParticipants –43 female Saudi Arabian high school students. They were approximately 17 years old. They were experienced computer users with the same mathematical background. They were taught mathematics by the same teacher. SoftwareSoftware –Viewed using a standard Web browser, and required only simple straightforward mouse movements to operate. –Content was similar to that found in mathematics textbooks. –Created four versions: Colour1. Colour and interactive animation 2. Non-colour and interactive animation Colour3. Colour and static images 4. Non-colour and static images

7 Method (2/3) Software (Cont.)Software (Cont.) –Colour Give the impression of being cheerful and interesting. The colours used for versions 1 and 3. Versions 2 and 4 were black and white (greyscale) versions of versions 1 and 3. –Animation Could be rotated and zoomed using the mouse. –This was implemented using a LiveMath plugin. – The interactive animation used in versions 1 and 2. Versions 3 and 4 used static images.

8 Method (3/3) Procedures –Initially, a multiple choice pre-test. Contained a mixture of calculation and visualization questions on 3D vectors. –Subsequently, the students were randomly allocated into one of four groups. –One week later, each student viewed the software. –The students were given a post-test in 3D vectors Similar in structure and difficulty level to the pre-test. –A questionnaire To explore attitudes towards the use of computers in learning mathematics, in particular the topics of graphics and colour.

9 Result (1/2) Test Scores –the software resulted in a significant difference (t-test, p < 0.001) from all four groups The average score on the posttest was 10.63, compared to an average pre-test score of 7.43 (there were 13 questions overall).

10 Result (2/2) Questionnaire AnalysisQuestionnaire Analysis –The questionnaire tested the students’ attitude towards computers and the software. None of the students disliked the software. None disagreed with the statement “the software is easy to use.” 69% of the students thought that the software encouraged them to learn. 67% of the students liked using computers to learn mathematics. The students who saw greyscale versions of the software indicated that they would prefer the software to be more colourful. 86% of the students who saw the static images thought that they would learn better from 3D representations of vectors.

11 Conclusion It is reassuring to note that students’ scores improved immediately after viewing the software. –The study was not to compare use of the software with some other form of teaching (no control groups were used) –This result does not address the effectiveness of the various versions of the software. It is important that students feel motivated by and comfortable with their learning facilities. Examination of the visualization-only questions reveals that there was a small positive effect of the interactive animation, but that this was not significant. –Similar study using a greater number of students. –Greater attention paid to the visualization questions.