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Jessica Holt; Alexa J. Lamm; Shuyang Qu; Kristin E. Gibson – Journal of Agricultural Education, 2025
Water is a finite resource, necessary for sustaining all facets of life; however, it is often taken for granted. Recognizing a level of risk associated with a diminishing water supply, communicating with the public about their contributions to water issues so they will reduce unnecessary consumption is of utmost importance. This study used an…
Descriptors: Visual Aids, Information Dissemination, Animation, Water
Abdul Hamid, Mohd Fauzi; Ab. Halim, Zulazhan; Sahrir, Muhammad Sabri – Journal of Language and Linguistic Studies, 2020
Arabic grammar learning - which uses textbooks with lengthy details can be translated into creative and innovative forms through the application of technology advancement. Animated infographics is one of the many technological applications aimed to innovate learning information or content into simple, interesting, and easy to understand materials.…
Descriptors: Semitic Languages, Grammar, Student Attitudes, Second Language Learning
Pem, Kailash – Online Submission, 2019
The research study sought to determine the effect of tailored animated motion sequences on teaching, performance and visual literacy in Biology learners. The animations were developed as per the Grade 8 Biology syllabus hence referring to the term 'tailored motion graphic's' using the ADDIE design model. This mixed-methods study included a series…
Descriptors: Foreign Countries, Computer Assisted Instruction, Science Instruction, Secondary School Science
Yung, Hsin I. – ProQuest LLC, 2008
The purpose of this study was to examine the effects of an animated agent that provides instructional scaffolding strategies via a story mnemonic or cuing question with feedback versus instructional scaffolding strategies alone on student achievement of different educational objectives in multimedia learning. Specifically, the study investigated…
Descriptors: Scaffolding (Teaching Technique), Academic Achievement, Educational Strategies, Prompting
Peer reviewedChanlin, LihJuan – Journal of Educational Computing Research, 1998
Reports the use of two different visual-control treatments (self-controlled versus system-imposed) among students with different cognitive styles (Field Independent and Field Dependent). Eighth-grade students were tested to determine how they learned from different design approaches of animated instructional materials. Effect of visual control was…
Descriptors: Animation, Cognitive Processes, Cognitive Style, Computer Assisted Instruction

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