University of Sunderland Bolton Animation Workshop May 2005

Engaging learners: the Engaging learners: the contribution of animation to contribution of animation to motivation, learner control motivation, learner control

and deep learningand deep learningLynne Humphries and Sharon

McDonaldSCHOOL OF COMPUTING AND TECHNOLOGY

UNIVERSITY OF SUNDERLAND, UNITED KINGDOM

University of Sunderland Bolton Animation Workshop May 2005

Outline of presentationOutline of presentation

• Introduction to the authors’ experience of game programming and research using Visual Basic and Visual Basic.NET as a development environment and the role of animation in teaching programming

• The broader context of individual differences in the design of electronic teaching and learning systems.

• Description of research into an evaluation of deep learning and navigation from two systems – a web-based system and a games application both designed to teach identical domain content and

• the contribution that animation makes to the design.

University of Sunderland Bolton Animation Workshop May 2005

Use of animation in Use of animation in gamesgames

• For teaching programming– Motivation e.g teaching programming concepts

with examples from games

• For users:– Enjoyment– Engagement – Non-interactive movies add to story

University of Sunderland Bolton Animation Workshop May 2005

Example of animation in Example of animation in student VB.NET Gamestudent VB.NET Game

University of Sunderland Bolton Animation Workshop May 2005

Designing for individual Designing for individual differencesdifferences

• The emergence of studies focusing on gender based differences in navigation have arisen out of a more general concern about the role of individual differences within Human Computer Interaction (HCI).

• A system that can deliver optimal learning to all users is a major aim of all designers but few studies have concentrated on individual differences, gender being one, in interface design.

University of Sunderland Bolton Animation Workshop May 2005

Graphical interfaces and Graphical interfaces and individual capabilitiesindividual capabilities

• Recent developments in visualization techniques coupled with the widespread use of complex graphical interfaces, frequently designed to meet the needs of a perceived homogenous set of ideal users, have served to highlight the gap between what an interface demands of its user and the user’s actual capabilities.

• As a consequence, if we are to be able to develop more usable interfaces, then a consideration of individual differences in interaction becomes increasingly important.

University of Sunderland Bolton Animation Workshop May 2005

Recent publicationsRecent publications

• McDonald, S. and Humphries, L.(in press)“Gender Differences in the Navigation of Electronic Worlds,” To appear in the Gender and IT Encyclopedia

• Sharon McDonald and Lynne Humphries• Hindmarch, M., and McDonald, S. (in press)

Individual Differences in HCI: the case of navigation. To appear in the International Encyclopedia of Human Factors and Ergonomics.

University of Sunderland Bolton Animation Workshop May 2005

Concern about the lack of Concern about the lack of females in game programmingfemales in game programming

• So for women programmers/designers to have an influence on the design of interactive learning systems there needs to be female designers/programmers in place. But if girls are put off technology from an early age the digital divide is likely to increase.

• When making decisions on careers their perception of computing is as a career for "geeks". Those that make it into the ICT profession meet social and structural barriers to progression (Ahuja , 2004).

University of Sunderland Bolton Animation Workshop May 2005

Background to the Background to the Sunderland researchSunderland research

• An earlier study into learning and electronic systems (Humphries, 2002) used three versions of a web-based teaching system to teach the girls web page design. These systems set up three conditions for the teaching of web design to novice users (three groups of 14-year old girls in an all-girls school in Teesside).

• One group used a set of web pages with hypertext links to topics (flat web page -non-interactive), one group used the same structure but with interactive tests that they could navigate between freely (high learner control) and the third group could only progress when the short test for each topic was completed satisfactorily (limited learner control).

University of Sunderland Bolton Animation Workshop May 2005

Research into deep learning: a Research into deep learning: a comparison between a web comparison between a web system and a game formatsystem and a game format

• Research questions:• Does an interactive game better at

producing deep learning compared to a web-based system?

• Are there individual differences in navigation using fact-based sources versus eye-witness/ experts’ accounts

• Pre- and post-test of domain knowledge,

• Administrator page to add pictures/questions into database

• Single or two-player interactive quiz• Domain: tsunamis (geology)

University of Sunderland Bolton Animation Workshop May 2005

ResultsResults

• All three groups (conditions) improved their scores between pre- and post-test and there was no statistical difference between deep learning tested at post-test for all three conditions (against the prediction that the limited learner control group would learn more). It is interesting that despite their success all three measures (perceptions of learning motivation and enjoyment were lowest for the limited learner control group.

• One of the explanations is that the delivery was novel and all the girls were highly motivated to compete in their designs especially in their use of animated gifs and marquees (moving text).

University of Sunderland Bolton Animation Workshop May 2005

Perceptions of learningPerceptions of learningFigure 1 Results from the post-test survey into motivation, Figure 1 Results from the post-test survey into motivation,

enjoyment and perceptions of learning.enjoyment and perceptions of learning.

Interaction between condition and motivation, enjoyment and perceptions of learning

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2.002.50

3.003.50

4.004.50

Mea

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Motivation

Enjoyment

Perceptions oflearning

Flat Web Page (non-interactive)

High Learner Control (interactive)

Limited learner Control (interactive)

University of Sunderland Bolton Animation Workshop May 2005

Main game screenMain game screen

University of Sunderland Bolton Animation Workshop May 2005

Use of Use of graphics/animationgraphics/animation

• The subjects will be able to use two forms of information factual and eye-witness/expert reports but they can also use navigation back to the map on the front page or other pages for geographical/factual clues.

• It is important that systems are evaluated to measure whether deep learning has taken place and what strategies are best employed to ensure this.

University of Sunderland Bolton Animation Workshop May 2005

Where to next?Where to next?

• Testing on subjects will take place this summer and results will be published

• PhD research on teaching computer programming

• Proposed CASE award with local educational games company