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McElhaney et al. (2015) particularly mention that dynamic visualization can assist pupils/students visualize unobservable dynamic phenomena, reminiscent of world climate change, tectonic plate motion, heat switch, gene expression, cellular respiration and other cellular processes (e.g., cell division)-i.e., topics taught in science topics akin to geology, biology and chemistry. For example, Chemistry is an unpopular subject based mostly on the outcomes of student surveys (Beauchamp & Parkinson, 2008; Pavelková et al., 2010) as a result of this topic is apparently too abstract for college kids who battle to visualize some basic concepts, similar to an atomic orbital (Chen et al., 2015), and to grasp the particulate nature of matter (Williamson & Abraham, 1995). Even Biology, which is considered a simple topic (Hanzalová, 2019), covers numerous subjects requiring a excessive level of abstraction, including anatomic buildings (Mitsuhashi et al., 2009) and cellular biology (Jenkinson, 2018), as well as molecular genetics ideas and processes (Malacinski & Zell, 1996; Rotbain et al., 2006). It is subsequently obligatory that college students are sufficiently motivated to check science subjects, which implies rising students’ curiosity in the subjects taught, together with overcoming difficult (mostly abstract) subjects. A method to extend students’ curiosity in science subjects and to assist their cognitive processes is to make use of visualization aids (Bilbokaitė, 2015; Nodzyńska, 2012; Popelka et al., 2019; Rotbain et al., 2006; Ryoo & Linn, 2012; Wu et al., 2001). Visual aids might help students understand significantly tough and summary topics (Bunce & Gabel, 2002; Harrison & Treagust, 2006) by stimulating their imagination and enhancing their capability to know the subject material, thereby improving the memorization of those concepts.

Dynamic visualization aids (e.g., animations, simulations, three-dimensional rotating fashions and videos) can be utilized in the educating course of for a number of purposes. 2019), the affect of the subject on the effectiveness of dynamic visualization (animation) in teaching was also investigated. The authors included 61 published research, totaling 140 pairwise comparisons of dynamic and static visualizations meant for educating. In 2007, Höffler and Leutner conducted a meta-evaluation of 26 studies printed in 1973-2003 (Höffler & Leutner, 2007), together with 76 pairwise comparisons of the effect between dynamic visualizations and static visualizations. The influence of the instructional domain, for which animation was created, was studied within the meta-evaluation by Höffler and Leutner, (2007). The outcomes showed that the educational area through which the evaluation is carried out is a figuring out issue of the effect dimension. As detailed within the section above, earlier empirical studies exploring the affect of animations lack uniform outcomes (Kaushal & Panda, 2019). These disparities have led researchers to seek for potential moderators of the effect of using dynamic visual aids on scholar performance. On this examine, we assess whether or not dynamic visualization (3D fashions and animations) used within the experimental group has a stronger optimistic affect on the intrinsic motivation and studying outcomes of science students (Biology, Chemistry and Geology) than static visualization used within the management group, and whether selected variables (students’ gender, age, academic level, studying area, and teacher personality) significantly affect the outcomes.

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