Besides, this review study also aims to highlight the research gaps, providing directions for future research in the field. Therefore, the main objective of the current review is to systematically identify, critically analyze, and discuss scientific research on student-generated SMAs to enable educators to make the best use of SMAs in science classes. 2013), and to the problem of cognitive load due to the use of SMAs for representing inappropriate science concepts (Kidman and Hoban 2009). 2016), lack of students’ argumentation and negotiation skills (Kidman and Hoban 2009), lack of students’ representational literacies and higher-order thinking skills (Brown et al. 2011), lack of students’ digital literacies (Paige et al.
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This inconsistency can be attributed to a variety of causes, ranging from inadequate pedagogical understanding on how to integrate digital technology (Vratulis et al. Also, the results on the effectiveness of the application of SMAs in education are inconsistent. However, no overview of this research is currently available. 2013 Ekici and Ekici 2014 Hoban and Nielsen 2014 Mills et al. Moreover, since a SMA is created frame by frame and can be played in slow motion using a computer (Macdonald and Hoban 2009), students reported having enough time to grasp the underlying concepts (Hoban 2007).įrom 2005 onwards, a sizable body of research has focused on the use of these student-generated SMAs in educational contexts (Brown et al. Secondly, it only requires ubiquitous technology such as a digital still camera and a computer in order to generate the illusion of motion. Firstly, their inherent simplicity means that students can easily and quickly learn the technique. Hoban and Nielsen ( 2013) argue that SMAs have two key advantages over the other kind of animations.
Stop-motion animation (SMA) involves taking digital still photographs of objects or pictures after they have been moved manually to simulate movement, and computer-based animation involves employing computer-generated images as the basis for the animation. Hand-drawn animations are based on students’ own analog drawings. 2010 Gobert and Clement 1999), sketches (Quillin and Thomas 2015), animations (Nordin and Osman 2018), and simulations (Olde and de Jong 2004).įocusing on student-generated animations, Hoban ( 2009) distinguishes three main forms: hand-drawn, stop-motion, and computer-based animation. These advantages have been shown for a variety of student-generated representations, such as diagrams (Davidowitz et al. They can help students to become more than just consumers of knowledge (Danish and Enyedy 2007), but active learners (DiSessa and Sherin 2000 Yaseen and Aubusson 2018). 2010 Zhang and Linn 2011), to make connections with prior knowledge (Akaygun and Jones 2013), to identify conflicts among their ideas (Chi 2009), and to provide feedback about students’ understanding (Stieff et al. Student-generated representations have been used to evaluate students’ understanding of scientific concepts (Hubber et al.
Moreover, the results of previous studies confirm that learning gains are greater when students generate their own representations in general, as opposed to working with expert-generated representations (Kozma and Russell 2005 Wu and Puntambekar 2012).
Visual representations have been reported to contribute to the development of students’ learning of science (Evagorou et al. Comparative quantitative studies are needed in order to judge the effectiveness of SMA in terms of both cognitive and non-cognitive learning outcomes. Also, the science concept that is to be presented as a SMA should be self-contained, dynamic in nature, and not too difficult to represent. The findings show that SMA can promote deep learning if appropriate scaffolding is provided, for example, in terms of presenting general strategies, asking questions, and using expert representations. Most studies were of a qualitative nature, and a significant portion (24 out of 42) pertained to student teachers. The publications were systematically categorized on learning outcomes, learning processes, learning environment, and student prerequisites.
For this review, 42 publications on student-generated SMA dating from 2005 to 2019 were studied. The purpose of this review is to give an overview of research in this field and to synthesize the findings. In recent years, student-generated stop-motion animations (SMAs) have been employed to support sharing, constructing, and representing knowledge in different science domains and across age groups from pre-school to university students.
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