What Is the Effect of Animated Paragraph and Animated Concept Map With Self-Explanation on Achievement?

• In Event: From Animation to AI: Innovative Tools for Modeling and Assessing Science Learning

Abstract

Empirical studies have shown that animations are beneficial for learning and few studies have examined the synergistic effects of self-explanation with animated maps or paragraphs in learning chemistry concepts. The present study investigates the effects of animated concept map + self-explanation, animated paragraph + self-explanation, animated concept map only, and animated paragraph only on learning gas concepts in a large introductory chemistry class. Participants (n = 650) were randomly assigned to one of four groups to learn chemistry concepts. The result indicates that self-explanation did not improve chemistry learning performance. A univariate ANOVA F-test indicated no main effect of treatment on post-test and open-ended scores, but there was a main effect of treatment on recall scores.

Authors

• Blessing Akinrotimi, Washington State University

• Olusola Olalekan Adesope, Washington State University

• Chloe G. Dydasco, Washington State University

• Ayo Adaramola, Washington State University