Animation Based Learning of Electronic Devices: Practical Engineering Student Case A. Gero, W. Zoabi & N. Sabag Technion – Israel Institute of Technology Department of Education in Technology & Science

Outline Introduction Theory: Animation-Based Learning The Learning Unit Research Questions Methodology Findings Conclusions

Introduction A Practical Engineer occupies a position in industry that is intermediate between the engineer and the technician. Practical engineering college teachers encounter difficulty when teaching the principle of operation of the BJT due to The complexity of the device (Karmalkar, 1999); Lack of adequate background among the students (Berenson & Robinson, 1983). We developed a new learning unit Tailored to the students’ background; Qualitatively describes the processes occurring in the BJT; Based on computer animation.

Theory: Animation-Based Learning Static hypothesis (Mayer et al., 2005) Better learning is achieved by using written text and static diagrams Static tools reduce the cognitive load imposed on the learner by presenting only the key stages of the process learned. Dynamic hypothesis (Rieber, 2009) Better learning is achieved by using animations Animation reduces the cognitive load imposed on the learner by presenting the dynamic picture necessary to understand the process learned; Animation creates interest leading to high levels of motivation. Studies have not produced any conclusive results indicating the advantages of one approach over another (Tversky et al., 2002).

The Learning Unit (1) Tailored to the students’ background. Qualitatively describes the processes occurring in the BJT (Sedra & Smith, 2004) Cut-off; Forward-active; Saturation; Based on computer animation, developed using Microsoft PowerPoint in light of design principles (Kali & Linn, 2008) Incorporate written text in spatial proximity to the animation; Avoid the use of excess items distracting the learner from the point. Presented by the teacher accompanied by his explanations.

The Learning Unit (2)

Research Questions What are the academic achievements of students studying the subject of the BJT through animation, compared to their colleagues who studied the subject using static diagrams? What are the students’ attitudes towards animation based learning on the subject of the BJT?

Methodology (1) Participants 41 students who in 2011 were studying towards a practical engineering degree in electronics at a leading college in Israel. Methods (Campbell & Stanley, 1963) The students were randomly assigned into two groups: An experimental group of 21 students; A control group of 20 students. Members of each group were examined in an identical preliminary achievement test on the subject of the diode (Pretest).

Methodology (2) The experimental group learned the structure and principle of operation of the BJT through animation, while the control group learned these subjects using static diagrams drawn on the blackboard. Members of each group were examined in an identical final achievement test on the subject of the BJT (Posttest). Four semi-structured interviews with students in the experimental group were carried out.

Methodology (3) Instruments Each test was validated by two experts from the field of education in electrical and electronics engineering; Each test did not include the name of the examinee but rather only his identification number; Each test was graded by two independent reviewers, using a rubric.

Findings (1) PosttestPretest NGroup p-valuetSDMp-valuetSDM < n.s Experimental Control A significant gap of more than 12 points (out of 100) on average

Findings (2) The animation reduces the cognitive load imposed on the student I think it [the animation] is very important... I'd rather learn all the other topics and subjects with animations... It actually shows us how it works... Unlike the explanations from the blackboard [on the subject of the diode] "... it [an electron] goes there... and that one [other electron] is going in this direction”. When explained in that way... I personally lose the overall vision... Animation-based learning creates interest in the study material In my opinion, the use of animation is a good method... very interesting and convincing...

Conclusions The research results indicate a significant gap of more than 12 points on average between the academic achievements of students studying the subject of the BJT through animation and the achievements of their colleagues who studied it using static diagrams. The gap can be attributed to the findings, obtained from interviews with students, and indicating that the animation reduces the cognitive load imposed on the student and creates interest in the study material.