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Evaluating the effect of the Sensavis visual learning tool on student performance in a Swedish elementary school
Umeå University, Faculty of Social Sciences, Department of Psychology.
2017 (English)Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

Dual coding theory implies that engaging multiple modalities (e.g., visual, auditory) in instruction enhances learning. Presenting information via 3D images and 3D animations appears to improve student performance but the results are inconsistent across multiple studies. The present study investigated the effect of the Sensavis visual learning tool, a 3D educational software, on performance in chemistry among students in a Swedish elementary school. Thirty-seven students from grades 7 and 9 received training involving a 3D animation on chemical bonds while nineteen students in grade 8 had traditional instruction. ANCOVA results controlling for age and average chemistry grade revealed a statistically significant difference in the posttest performance with the control group outperforming both experimental groups. These results indicate that the Sensavis tool did not have a positive effect on learning chemistry compared to traditional instruction. Interpretation of the results is presented in discussion. 

Abstract [sv]

Enligt “dual coding theory” hjälper det att kombinera flera sätt att inta information (t.ex. visuellt, verbalt) inom lärandet. Presentation av information genom 3D-bilder och 3D-animationer verkar förbättra prestation bland elever, men resultaten är inkonsekventa i flera studier. Denna studie undersökte effekten av ett visuellt verktyg från Sensavis, en  pedagogisk programvara med 3D-animationer, på prestation inom kemi bland elever i en svensk grundskola. Trettiosju elever från årskurs 7 och 9 använde en 3D-animering om kemisk bindning förutom föreläsningar, medan nitton elever i årskurs 8 fick traditionell undervisning. ANCOVA-resultat som kontrollerade för ålder och kemibetyg visade att kontrollgruppen presterade bättre än bägge experimentgrupperna. Dessa resultat tyder på att Sensavis-verktyget inte hade en positiv effekt på lärande i kemi jämfört med traditionell undervisning. Tolkningen av resultaten presenteras i diskussion.

Place, publisher, year, edition, pages
2017. , 19 p.
Series
Umeå studies in cognitive science, ISSN 1654-2568
Keyword [en]
3D visual learning tool, Sensavis, student performance, dual coding theory
National Category
Psychology (excluding Applied Psychology)
Identifiers
URN: urn:nbn:se:umu:diva-136302OAI: oai:DiVA.org:umu-136302DiVA: diva2:1110430
External cooperation
Sensavis AB
Subject / course
Masteruppsats i kognitionsvetenskap
Educational program
Master's Programme in Cognitive Science
Supervisors
Examiners
Available from: 2017-06-28 Created: 2017-06-15 Last updated: 2017-06-28Bibliographically approved

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Psychology (excluding Applied Psychology)

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf