The Effect of Computer Animation on Students’ Understanding of Microbiology

Abstract

Four studies (one experimental and three comparative) were conducted to assess the instructional effectiveness of three separate animated computer tutorials illustrating dynamic processes in microbiology. Forty-four university students in an introductory microbiology class randomly viewed either an animated tutorial on the nitrogen cycle or a comparable textual handout with still diagrams. Results indicated a significant advantage for subjects in the animated condition. However, a possible confounding variable was identified, reducing the number of cases that could be analyzed with confidence. The tutorial used in the experiment was then made available to the entire class of 206 students for general voluntary viewing. It was used later in the course modules on immunology and HIV and AIDS. Students who viewed each tutorial were compared on specific exam questions to students who did not view the tutorial, using prior and current exam scores (excluding the target questions) as control variables. Results indicated a significant advantage for students viewing the nitrogen tutorial. Results for the immunology and HIV and AIDS tutorials were mixed; viewers scored significantly higher than nonviewers on some targeted exam questions but not on others.