Persembahan Animasi: Perspektif Penting untuk ICT Multimedia

Abstract

This study examined the effects of animated graphics in a multimedia computerbased learning presentation on the procedural knowledge of a biology topic entitled Meiosis. A twohour lesson was developed in three different modes, text with static graphics (TGS), text with animated graphics (TGA) and text with transitional-animated graphics (TGAB). A total of 250 form four students from three secondary schools were randomly assigned to one of the treatments. The independent variables were the general ability of the students. A 3 x 2 quasi-experimental factorial design was used. The t-test procedure was used to determine significant differences of mean gain scores among the three treatment groups (TGS, TGA and TGAB) and the Catell groups. Analyses of variance (ANOVA) AND Stepwise Multiple Regression Analyses were also conducted. Students presented with the TGAB mode performed significantly better than those in either the TGA or the TGS mode, while students with the TGA mode did not perform significantly better than students in the TGS mode. This study concluded that animated graphics were an important aid to learning as compared to static graphics, but only when presented in the transitional-animated graphics mode (TGAB mode). General ability was contributory towards the mean gain score. ANOVA confirmed the significant contribution of general ability and treatment modes towards mean gain scores. Stepwise regression analyses showed contribution of general ability and treatment modes to be 15% and 12% towards mean gain score respectively.