Publication at Faculty of Science |
2022
Abstract
Studies comparing the efect of dynamic and static visualization suggest a predominantly positive efect of dynamic visualization. However, the results of individual comparisons are highly heterogeneous.
In this study, we assess whether dynamic visualization (3D models and animations) used in the experimental group has a stronger positive infuence on the intrinsic motivation and learning outcomes of science students (Biology, Chemistry and Geology) than static visualization used in the control group, and whether selected variables (students' gender, age, educational level, learning domain, and teacher personality) signifcantly afect the results.
