The value of animations in biology teaching: a study of long-term memory retention.
The value of animations in biology teaching: a study of long-term memory retention.
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DOI：
10.1187/cbe.07-01-0002
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发表时间：
2007-01-01
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影响因子：
--
通讯作者：
O'Day, Danton H
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文献类型：
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作者：
O'Day, Danton H
以前的工作已经确定，叙述动画在传达复杂的生物过程（信号转导）方面比具有数字图例的等效图形更有效。据我所知，目前还没有任何学科就动画与图形在长期记忆信息方面的有效性进行过研究，这是教学研究中的一个主要和关键问题。在这项研究中，涉及393名学生的反应，三个不同的动画和两个图形-一个有，一个没有一个图形-被用来确定长期保留的信息。结果表明，学生保留更多的信息21天后，观看动画没有叙述相比，一个同等的图形是否图形有一个传说。学生的评论为动画在教学过程中的价值提供了额外的见解，并对未来的工作提出了建议。
Previous work has established that a narrated animation is more effective at communicating a complex biological process (signal transduction) than the equivalent graphic with figure legend. To my knowledge, no study has been done in any subject area on the effectiveness of animations versus graphics in the long-term retention of information, a primary and critical issue in studies of teaching and learning. In this study, involving 393 student responses, three different animations and two graphics-one with and one lacking a legend-were used to determine the long-term retention of information. The results show that students retain more information 21 d after viewing an animation without narration compared with an equivalent graphic whether or not that graphic had a legend. Students' comments provide additional insight into the value of animations in the pedagogical process, and suggestions for future work are proposed.