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By Katrin Soika, Priit Reiska and Rain Mikser


Abstract. We examined differences in students ’ motivation and learning outcomes as resulting from two different teaching methods. For the first group visual material was presented in a traditional paper form. For the second group the material was presented via the computer animation. We examined what kind of concept maps were created by the students before and after studying process and what kind of differences were between the knowledge tests before and after the learning. The results were assessed by the changes between the results of the knowledge tests and concept maps. While we were looking at the concept maps, created after animation, we saw a visual similarity (which did not exist before the learning process). Comparing the concept maps, which were made after studying from the paper or the animation, we could see changes in the structures. By their structure, concept maps of the animation- learned students had become more similar to each other. After analyzing individually made concept maps, we created concept maps of the groups. We could notice change of centralities and structures of the maps after the studying process. This study confirmed that teachers should use visualisation tools – such as animations- purposefully during the learning process. 1 Introduction an

Year: 2014
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