VOlUME 05 ISSUE 07 JULY 2022
Bahaa Mustafa
Assistant Professor, Technology of Multimedia and Graphic, Arab Open University – Jordan Branch, Jordan, 0000-0002-9475-9610
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ABSTRACT
The study described here is one of the first of its kind to look at the systemic effects of learning with integrated animations on knowledge transfer and motivation to learn science and technology. A study involving 418 6th and 9th grade students from Jordan was conducted. Students in the experimental group took part in science and technology lessons that included the animation environment at least once a week. The experiment lasted between 2 and 4 months. The findings revealed that an animation-based online learning environment had a significant impact on knowledge transfer and learning motivation. Furthermore, the findings revealed that students' perceptions of science and technology learning changed because of teaching and learning with integrated animations. Students perceived themselves to play a more central role in classroom interactions, expressed greater interest in learning, and placed a greater emphasis on using technology and experiments during lessons.
KEYWORDS:Animation, Education, Environments, Technology.
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