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Physical Review Special Topics - Physics Education Research
written by Melissa H. Dancy and Robert J. Beichner
This study investigates the effect of computer animation on assessment and the conditions under which animation may improve or hinder assessment of conceptual understanding in physics. An instrument was developed by replacing static pictures and descriptions of motion with computer animations on the Force Concept Inventory, a commonly used pencil and paper test. Both quantitative and qualitative data were collected. The animated and static versions of the test were given to students and the results were statistically analyzed. Think-aloud interviews were also conducted to provide additional insight into the statistical findings. We found that good verbal skills tended to increase performance on the static version but not on the animated version of the test. In general, students had a better understanding of the intent of the question when viewing an animation and gave an answer that was more indicative of their actual understanding, as reflected in separate interviews. In some situations this led students to the correct answer and in others it did not. Overall, we found that animation can improve assessment under some conditions by increasing the validity of the instrument.
Subjects ADS Supplements Resource Types
Education - Applied Research
- Technology
Education - Basic Research
- Alternative Conceptions
- Assessment
= Instruments
General Physics
- Physics Education Research
- Reference Material
= Research study
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Formats:
application/pdf
non-digital
Access Rights:
Free access
Restriction:
© 2006 American Physical Society
DOI:
10.1103/PhysRevSTPER.2.010104
NSF Number:
9554526
PACSs:
01.40.Fk
01.40.G?
Keywords:
Assessment Instrument, Force Concept Inventory, animation
Record Creator:
Metadata instance created February 7, 2007 by Lyle Barbato
Record Updated:
July 13, 2013 by Lyle Barbato
Last Update
when Cataloged:
March 3, 2006
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Record Link
AIP Format
M. Dancy and R. Beichner, Phys. Rev. ST Phys. Educ. Res. 2 (1), (2006), WWW Document, (http://dx.doi.org/10.1103/PhysRevSTPER.2.010104).
AJP/PRST-PER
M. Dancy and R. Beichner, Impact of animation on assessment of conceptual understanding in physics Phys. Rev. ST Phys. Educ. Res. 2 (1), (2006), <http://dx.doi.org/10.1103/PhysRevSTPER.2.010104>.
APA Format
Dancy, M., & Beichner, R. (2006, March 3). Impact of animation on assessment of conceptual understanding in physics. Phys. Rev. ST Phys. Educ. Res., 2(1). Retrieved July 28, 2014, from http://dx.doi.org/10.1103/PhysRevSTPER.2.010104
Chicago Format
Dancy, Melissa, and Robert Beichner. "Impact of animation on assessment of conceptual understanding in physics." Phys. Rev. ST Phys. Educ. Res. 2, no. 1, (March 3, 2006), http://dx.doi.org/10.1103/PhysRevSTPER.2.010104 (accessed 28 July 2014).
MLA Format
Dancy, Melissa, and Robert Beichner. "Impact of animation on assessment of conceptual understanding in physics." Phys. Rev. ST Phys. Educ. Res. 2.1 (2006). 28 July 2014 <http://dx.doi.org/10.1103/PhysRevSTPER.2.010104>.
BibTeX Export Format
@article{ Author = "Melissa Dancy and Robert Beichner", Title = {Impact of animation on assessment of conceptual understanding in physics}, Journal = {Phys. Rev. ST Phys. Educ. Res.}, Volume = {2}, Number = {1}, Month = {March}, Year = {2006} }
Refer Export Format

%A Melissa Dancy
%A Robert Beichner
%T Impact of animation on assessment of conceptual understanding in physics
%J Phys. Rev. ST Phys. Educ. Res.
%V 2
%N 1
%D March 3, 2006
%U http://dx.doi.org/10.1103/PhysRevSTPER.2.010104
%O application/pdf

EndNote Export Format

%0 Journal Article
%A Dancy, Melissa
%A Beichner, Robert
%D March 3, 2006
%T Impact of animation on assessment of conceptual understanding in physics
%J Phys. Rev. ST Phys. Educ. Res.
%V 2
%N 1
%8 March 3, 2006
%U http://dx.doi.org/10.1103/PhysRevSTPER.2.010104


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