Y.G. Harto Pramono
Widya Dharma, Vol. 18, No. 2, April 2008
ABSTRACT
This article explores the instructional effectiveness of “high-tech” and “low-tech” animations in supporting the learning of English prepositions by Indonesian primary school students. It reports on a study in which participants were presented with simple English sentences from each of which a motion preposition had been omitted. These sentences were accompanied by either “high-tech” or “low-tech” animations representing the dynamics of the missing preposition. Subjects were required to identify the target preposition from a list of four alternatives.
The results indicated that the high-tech animations were not intrinsically superior to low-tech counterparts. These findings show that the technological level of animation alone does not determine its effectiveness in supporting learning. Rather, it appeared that the animation’s design features (and not the sophistication of the presentation technology) was central to instructional effectiveness. In order to support learning, animations must be appropriately designed, irrespective of the technology used to present them. Implications for developing and using instructional animations are discussed.
Key words: “low-tech” and “high-tech” animations, mental model building, animation design features, preposition learning
Widya Dharma, Vol. 18, No. 2, April 2008
ABSTRACT
This article explores the instructional effectiveness of “high-tech” and “low-tech” animations in supporting the learning of English prepositions by Indonesian primary school students. It reports on a study in which participants were presented with simple English sentences from each of which a motion preposition had been omitted. These sentences were accompanied by either “high-tech” or “low-tech” animations representing the dynamics of the missing preposition. Subjects were required to identify the target preposition from a list of four alternatives.
The results indicated that the high-tech animations were not intrinsically superior to low-tech counterparts. These findings show that the technological level of animation alone does not determine its effectiveness in supporting learning. Rather, it appeared that the animation’s design features (and not the sophistication of the presentation technology) was central to instructional effectiveness. In order to support learning, animations must be appropriately designed, irrespective of the technology used to present them. Implications for developing and using instructional animations are discussed.
Key words: “low-tech” and “high-tech” animations, mental model building, animation design features, preposition learning
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