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ERIC Number: ED308833
Record Type: Non-Journal
Publication Date: 1989-Feb
Pages: 17
Abstractor: N/A
Reference Count: N/A
The Effects of Computer Animated Lesson Presentations and Cognitive Practice Activities on Young Children's Learning in Physical Science.
Rieber, Lloyd P.
The purpose of this study was to examine the effects of animated instruction and levels of practice on application learning in a computer-based instructional (CBI) science lesson. A total of 119 fourth and fifth grade students participated in an introductory lesson covering Newton's Laws of Motion. Three levels of visual elaboration (static graphic, animated graphic, no graphic) were crossed with three levels of practice (behavioral, cognitive, no practice). Behavioral practice consisted of traditional questioning after each of four lesson parts. Cognitive practice consisted of a structured simulation where students were given increasing control over an animated "starship." Main effects were found for both visual elaboration and practice. An interaction was also found between visual elaboration and practice. Other data, such as response latency, attitudes, student perceptions, and incidental learning, were also collected. Two tables display data analyses and four figures include sample screen displays. (38 references) (Author/CGD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A