The role of the interactive animations in Science education and their impact on the students' motivation and knowledge
Abstract
The article summarizes the results of research dealing with the influence of interdisciplinary interactive animations on the academic achievements and intrinsic motivation of students in the teaching of chemistry and biology. The main goal was to find out whether the use of the dynamic visualization tools (concretely interactive animations) leads to better results and higher motivation of students who work with them (experimental group) in comparison with students using static educational tools only (control group).
Two types of questionnaires (MSLQ and IMI) and knowledge tests were used in the survey. The collected data were statistically processed and subsequently evaluated.
The results manifested that students working with animations showed significantly higher motivation in the subject matter and achieved statistically better results.